Advanced Learning Dynamics: The Role of CCM-CCA Models in Addressing Misconceptions and Enhancing Critical Thinking Across Cognitive Styles
Advanced Learning Dynamics: The Role of CCM-CCA Models in Addressing Misconceptions and Enhancing Critical Thinking Across Cognitive Styles

Summary/Abstract: Understanding the interplay between teaching methods and cognitive styles is crucial for developing effective and inclusive learning strategies. This research aims to describe the effectiveness of CCM CCA-based learning in reducing misconceptions and improving critical thinking skills, as reviewed from a cognitive perspective. The research method employed in this study is a mixed-methods approach, specifically the exploratory design model. Data on conceptual changes (to reduce misconceptions) and students’ critical thinking skills were obtained using critical thinking skills test instruments. Meanwhile, students’ cognitive styles were obtained using the group embedded figure test (GEFT) translation instrument, which is valid and reliable. The data analysis used is an effectiveness test using the N-gain formula. The results show that CCM-CCA-based learning is effective in reducing misconceptions and improving critical thinking skills, particularly in terms of cognitive style. The important role of cognitive styles in shaping the development of essential thinking skills, which implies the need for cognitively adaptive learning design.

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