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All Journal Jurnal Pendidikan Fisika dan Teknologi Kappa Journal Jurnal Pendidikan Fisika dan Sains (JPFS) JENTRE JENTRE: Journal of Education, Administration, Training and Religion Smart Society: Community Service and Empowerment Journal Journal of Coaching and Sports Science Physics and Science Education Journal (PSEJ)
Iqbal, Nur Habib Muhammad
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Religion Arts Humanities Astronomy 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 A. Suhandi Achmad Samsudin Agus, Herdiansyah Amarulloh, Reza Ruhbani Amiruddin, Mohd Zaidi Bin Aswie, Viqhi Fanni Zulaiha Fratiwi , Nuzulira Janeusse Fratiwi, Nuzulira Janeusse Hera Novia Irvani, Asep Irvan Kodir, Solehkun Nanang Dwi Ardi Nur Endah Susilowati Nurdini Nurdini, Nurdini Saputra, M. Reza Dwi Suminar, Iin Tian Kurniawan Winny Liliawati