Enhancing Science Literacy through Cognitive Conflict-Based Generative Learning Model: An Experimental Study in Physics Learning

Abstract: This experimental study investigates the effectiveness of the Cognitive Conflict-Based Generative Learning Model (GLBCC) in enhancing science literacy among high school physics students. The novelty of this research lies in the innovative integration of cognitive conflict strategies with generative learning principles through a six stage structured framework, specifically designed to address persistent misconceptions in physics education while systematically developing scientific literacy competencies. The research employed pretest-posttest control group design involving 167 Grade XI students from three schools. Students were randomly assigned to experimental groups (n = 83) that received GLBCC instruction and control groups (n = 84) that used the expository learning model. Science literacy was measured using validated instruments assessing scientific knowledge, inquiry processes, and application skills across six key indicators. Statistical analysis using ANOVA with Tukey HSD post-hoc tests revealed significant improvements in science literacy scores for students receiving GLBCC instruction compared to traditional methods (p < 0.001). This study makes a unique contribution to physics education by demonstrating how the deliberate creation of cognitive conflict, combined with authentic real-world physics phenomena, can effectively restructure students conceptual understanding and enhance their scientific thinking capabilities. Factor analysis identified four critical implementation factors: science literacy development components, learning stages and orientation, and objectives, and knowledge construction processes. The findings provide empirical evidence supporting the integration of cognitive conflict strategies with generative learning approaches in physics education, offering practical implications