The teacher has not been observing student learning progress in a learning process to its full potential. The mental processes that occur in pupils’ thinking are not assessed, and the notion being taught is examined solely at the end of learning as a product of thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, allowing assimilative and accommodative students to be identified in their pursuit of thought equilibrium, as well as an indicator of progressivity in the students’ thinking stages. The goal of this research is to map a student’s learning process using mental models based on the magnetic induction notion. The information for this study came from written documentation and interviews with students who learnt about magnetic induction using the Constructivist Teaching Sequences (CTS) paradigm. The findings of this study show that making students’ thinking processes on the notion of magnetic induction easier contributes to a higher percentage of students thinking in the “progressive change” group (76 percent ). Furthermore, 12 percent of students think in the category of “change more randomly,” 8% of students are consistent with the basis of analogy thinking, and just 4% are consistent in the scientific principles they have understood since the beginning of their education. As a result, it may be argued that student learning progresses more rapidly once teachers facilitate ideas through new phenomena.
Author (S) Details
R. Hamid
FKIP Universitas Halu Oleo, Jl. H.E.A. Mokodompit Kendari 93232, Indonesia.
D. B. Pabunga
FKIP Universitas Halu Oleo, Jl. H.E.A. Mokodompit Kendari 93232, Indonesia.
View Book :- https://stm.bookpi.org/NUPSR-V8/article/view/1754
