M.T. Budiarto
Since junior high school level, students have been taught about a trapezoidal. It is rectangular which has precisely a pair of parallel sides. This definition remains in a special meaning, for instance, if it finds any rectangle that has a pair of parallel sides, then this rectangular cannot be categorized as a trapezoid. When students are asked to define trapezoid in higher education classes such as at university level, students will experience cognitive conflicts. It was discovered when researchers developed geometry textbooks aimed at improving students' critical thinking skills. In the implementation phase of textbooks, it was found a student who experienced a cognitive conflict. In this paper, we will discuss the existence of cognitive conflict that is caused by shifting the definition of trapezoid. In the preceding time, the student recognizes the trapezoid as a rectangular that has exactly a pair of parallel sides then when the trapezoidal definition is expanded into a rectangular which has a pair of parallel sides; the student cannot readily accept the new definition of trapezoid. This occurs because of the shifting of the trapezoidal definition. Ultimately this shift caused a change to the conceptual map that occurred through assimilation and accommodation process. © 2018 Institute of Physics Publishing. All rights reserved.
Universitas Negeri Surabaya, Jl. Raya Kampus Unesa, Lakar santri, Surabaya, 60213, Indonesia
