Analysis of Student Conceptions based on Cognitive Style on Newton Law Understandings

Mustofa, Hisbulloh Als; Zain, Zahida Aliatu; Tsania, Hartami; Azman, Mohamed Nor Azhari; Marmoah, Sri; Masfuah, Siti

doi:10.15294/mx0v4952

Jurnal SINTA 1

Analysis of Student Conceptions based on Cognitive Style on Newton Law Understandings

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 2 (2024)

DOI: 10.15294/mx0v4952
ISSN: 2089-4392, 2339-1286
Published: 2024-07-26
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

Differences in students’ cognitive style aspects allow for differences in students’ conceptions of their understanding of Newton’s laws. This study aims to determine the profile of students’ conceptions in-depth based on their cognitive styles. This research used a qualitative method with a descriptive phenomenological design involving cognitive style tests with GEFT (Group Embedded Figured Test) on 30 students to be categorized based on their cognitive styles. From the 30 participants, three strongly field-dependent and three strongly field-independent students were selected. Six selected students were diagnosed using a four-tier diagnostic instrument for their understanding and conceptions. Semi-structured interviews were also conducted to investigate the students’ conceptions in depth. This study concludes that field-independent (FI) students frequently display an inclination toward analytical thinking by self-exploring. However, they frequently experience difficulties in analyzing concepts without a solid foundation in physics, which can result in certain theoretical misconceptions. Conversely, field-dependent (FD) students can receive a broader range of information but demonstrate difficulties in analytical tasks, such as interpreting graphs and establishing causal relationships between physical quantities, which can result in correlational misconceptions. To rectify this misconception, it is imperative to implement a bespoke pedagogical strategy that integrates efficacious elucidations, tangible exemplifications, structured scaffolding, inquiry, and methodical practical exercises.

Keywords

Collaboration network of the authors

19 authors · 45 co-authorship links · 24 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

Sultan Idris Education University
Muria Kudus University
Abai Kazakh National Pedagogical University
State University of Semarang
Sebelas Maret University
Khalel Dosmukhamedov Atyrau University
Yogyakarta State University
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

Show as table

Co-author	Organisation	Joint articles
Fina Fakhriyah	Muria Kudus University	3
Farah Shoufika Hilyana	Affiliation unknown	1
Nordin Mamat	Sultan Idris Education University	1
Aigerim Nurgaliyeva	Abai Kazakh National Pedagogical University	1
D. Childibayev	Abai Kazakh National Pedagogical University	1
S. Sagyndykova	Khalel Dosmukhamedov Atyrau University	1
G. Saparova	Affiliation unknown	1
Djemari Mardapi	Yogyakarta State University	1
Ani Rusilowati	State University of Semarang	1
Mila Roysa	Muria Kudus University	1
Enni Suwarsi Rahayu	State University of Semarang	1
Erik Aditia Ismaya	Muria Kudus University	1
Dian Rohmawati	Muria Kudus University	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Analysis of Student Conceptions based on Cognitive Style on Newton Law Understandings</dc:title>
	<dc:creator xml:lang="en">Mustofa, Hisbulloh Als</dc:creator>
	<dc:creator xml:lang="en">Zain, Zahida Aliatu</dc:creator>
	<dc:creator xml:lang="en">Tsania, Hartami</dc:creator>
	<dc:creator xml:lang="en">Azman, Mohamed Nor Azhari</dc:creator>
	<dc:creator xml:lang="en">Marmoah, Sri</dc:creator>
	<dc:creator xml:lang="en">Masfuah, Siti</dc:creator>
	<dc:subject xml:lang="en">Student Conceptions</dc:subject>
	<dc:subject xml:lang="en">Misconceptions</dc:subject>
	<dc:subject xml:lang="en">Cognitive Style</dc:subject>
	<dc:subject xml:lang="en">Newton Law</dc:subject>
	<dc:description xml:lang="en">Differences in students’ cognitive style aspects allow for differences in students’ conceptions of their understanding of Newton’s laws. This study aims to determine the profile of students’ conceptions in-depth based on their cognitive styles. This research used a qualitative method with a descriptive phenomenological design involving cognitive style tests with GEFT (Group Embedded Figured Test) on 30 students to be categorized based on their cognitive styles. From the 30 participants, three strongly field-dependent and three strongly field-independent students were selected. Six selected students were diagnosed using a four-tier diagnostic instrument for their understanding and conceptions. Semi-structured interviews were also conducted to investigate the students’ conceptions in depth. This study concludes that field-independent (FI) students frequently display an inclination toward analytical thinking by self-exploring. However, they frequently experience difficulties in analyzing concepts without a solid foundation in physics, which can result in certain theoretical misconceptions. Conversely, field-dependent (FD) students can receive a broader range of information but demonstrate difficulties in analytical tasks, such as interpreting graphs and establishing causal relationships between physical quantities, which can result in correlational misconceptions. To rectify this misconception, it is imperative to implement a bespoke pedagogical strategy that integrates efficacious elucidations, tangible exemplifications, structured scaffolding, inquiry, and methodical practical exercises.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-07-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/4230</dc:identifier>
	<dc:identifier>10.15294/mx0v4952</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 2 (2024): June 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/4230/1216</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
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