GEOMETRY LEARNING BASED ON COGNITIVE CONFLICT IN THE DEPARTMENT OF MATHEMATICS

Abstract

Geometry is one of the compulsory courses for students majoring in mathematics at the State University of Medan. Geometry has a deductive axiomatic character, which is a science whose truth leads to previous truths. Conflict is anaction from theexistence of a gap that arises and is felt from an information or incident. Cognitive conflict occurs when students become aware of a
mismatch betweenwhat isontheirmindandinformation fromoutside.Theconcept of learning geometry occurs as a resultof the information or system received by aperson that causes action,interaction and reflection. Thus for action to occur, it is necessary to have contextual problems that challenge as a source of conflict. With cognitiveconflict,whichresultsinanawarenessof incongruitywithprior knowledge, this can spur emotions or motivate students to seek the real truth.This motivation can encourage the integration of efforts to find the real truth as a resultof one's rational thinking ability and will be arranged in a cognitive structure and occupy long-term memory.The purpose research is to improvement of students' mathematicalreasoningabilitiesandcreative thinkinginlearninggeometry through cognitive conflict approaches in the Mathematics. This type of research is a semi-experimental study with a two-class control and pretest-posttest experimental design. The location of this research is the Department of Mathematics, Universitas Negeri Medan.While the subjects in this research were 35 students in the 2019 F PSPM and 32 PSPM 2019 A classes. The object in this study is a learning geometry basedonacognitiveconflictapproach.Theresearchresultthattheroleof cognitive conflict in learning geometry will be able to improve students' rational thinking and emotional intelligence.