Conflicting narratives in student group dynamics when addressing exponential material contextual problems
DOI:
10.29303/jm.v8i1.11038Published:
2026-03-29Downloads
Abstract
Commognitive conflict often occurs in students at the beginning of their. This study aims to describe commognitive conflict, based on narratives experienced by students when solving contextual problems on exponential material. This study is a qualitative study with purposive sampling. A total of 20 undergraduate students of the Mathematics Education as a participant. They worked on one problem independently for 30 minutes, then their work was grouped based on correct and incorrect results. The incorrect results were divided into two groups. Each group selected one person as a research subject. Their answers were clarified through in-depth semi-structured interviews to obtain information about the causes of the conflict. The results showed that the conflict caused by their understanding of the knowledge they gained in high school was not mastered properly. Students become confused and unsure of the accuracy of their answers and knowledge. However, ultimately, accepting the new knowledge conveyed by experts is one solution. This conflict can be minimized by repeating the material from high school, which can be in the form of worksheets or assignments, so that commognitive conflict is expected to prevent recurrence.
Keywords:
commognitive commognitive conflict narratives memorization contextual problemReferences
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