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All Journal Jurnal Inovasi dan Pembelajaran Fisika Jurnal SOLMA Journal of Education and Instruction (JOEAI) Jurnal Pendidikan Fisika dan Teknologi Jurnal Pendidikan Fisika dan Sains (JPFS) BIOCHEPHY: Journal of Science Education JURNAL PENDIDIKAN DAN ILMU FISIKA Jendela ASWAJA Jurnal Tahsinia Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA)
Fanni Zulaiha
Universitas Nahdlatul Ulama Cirebon
Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Examining Students’ Ability to Identify Cognitive Learning Theories through the Case Analysis Game with Rotation (CAGeR) Fratiwi, Nuzulira Janeusse; Liliawati, Winny; Iqbal, Nur Habib Muhammad; Zulaiha, Fanni
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2020

Abstract

Understanding learning theories is essential for prospective teachers, yet students often experience difficulties identifying theoretical perspectives within authentic instructional situations. This study aims to examine students’ ability to identify cognitive learning theories through a case-based game activity involving rotating case analysis. The study employed a descriptive qualitative design. The participants were sixteen undergraduate students in a physics education program who worked collaboratively in four groups. Students analysed four instructional cases representing different cognitive learning theories and provided written explanations for their answers. The results show that all groups correctly identified the theory represented in the misconception case. Most groups also successfully recognized the discovery learning situation. However, only half of the groups correctly identified the theories related to instructional organization and problem solving. These findings suggest that students are more familiar with learning situations involving conceptual conflict and discovery learning than with those related to instructional structure and hierarchical learning processes. The activity provided opportunities for students to interpret teaching situations and connect theoretical concepts with classroom practices.
Co-Authors Adiman Aloysius Rusli Amarulloh, Reza Ruhbani Amelia, Nurafni Andang Heryahya Ardi Dwi Susandi Dewi Kusuma Dewi Kusuma Dewika, Erna Endang Sri Budi Herawati Endang Wahyuningrum Erni Erni Faizah Faizah Fratiwi, Nuzulira Janeusse Iqbal, Nur Habib Muhammad Irvani, Asep Irvan Madroji Mikkey Anggara Suganda Muhammad Rifqi Mustika, Tina Neli Nurcahya Meisadewi Parlindungan Sinaga Rusmiati Aliyyah Siti Fatimah Sudirman Sudirman Suminar, Iin Taufik Ramlan amalis Winny Liliawati Yati Yumiati