PENERAPAN CONCEPTUAL CHANGE MODEL BERBANTUAN SIMULASI KOMPUTER TERHADAP PERUBAHAN KONSEPSI DAN MODEL MENTAL SISWA

Konsepsi merupakan bekal siswa dalam memecahkan permasalahan, karenanya penting bagi siswa untuk memiliki konsepsi ilmiah supaya siswa memiliki solusi alternatif yang tepat. Penelitian ini bertujuan untuk mengetahui penerapan Conceptual Change Model berbantuan simulasi komputer terhadap perubahan konsepsi dan model mental siswa dalam pembelajaran. Desain penelitian yang digunakan adalah embedded experimental design. Subyek penelitian yang digunakan adalah siswa kelas XI MIA pada salah satu SMA Swasta di Bandung, sebanyak 23 siswa sebagai kelas eksperimen dan 20 siswa sebagai kelas kontrol. Instrumen yang digunakan adalah tes 4THT sebanyak 11 butir soal. Efektivitas Conceptual Change Model berbantuan simulasi komputer terhadap peningkatan level konsepsi siswa dapat dilihat dari niai effect size d = 0,53, dikategorikan cukup. Perubahan level konsepsi terbesar terjadi pada kategori AC tipe komplementer (28,46%). Model mental siswa setelah pembelajaran berada pada kategori Scientific (71,94%). Kata kunci: Conceptual Change Model, Perubahan Konsepsi, Model Mental ------- Conception is a provision for students to solve problems, so it is important for students to have a scientific conception so that students have appropriate alternative solutions. This study aims to the application of Conceptual Change Model aided by computer simulations on changes in the conception and mental models of students in learning. The research design used is embedded experimental design. The research subjects used were class XI MIA students at one of the Private High Schools in Bandung, as many as 23 students as the experimental class and 20 students as the control class. The instrument used was 4THT test with 11 items. The effectiveness of the Conceptual Change Model aided by computer simulations on increasing the level of students' conceptions can be seen from the effect size d = 0.53, categorized as sufficient. The biggest change in conception level occurred in the category of complementary type AC (28.46%). The mental models of students after learning are in the Scientific category (71.94%). Keywords : Conceptual Change Model, Conceptual Change, Mental Model

The Problem of Mental Action

In mental action there is no motor output to be controlled and no sensory input vector that could be manipulated by bodily movement. It is therefore unclear whether this specific target phenomenon can be accommodated under the predictive processing framework at all, or if the concept of “active inference” can be adapted to this highly relevant explanatory domain. This contribution puts the phenomenon of mental action into explicit focus by introducing a set of novel conceptual instruments and developing a first positive model, concentrating on epistemic mental actions and epistemic self-control. Action initiation is a functionally adequate form of self-deception; mental actions are a specific form of predictive control of effective connectivity, accompanied and possibly even functionally mediated by a conscious “epistemic agent model”. The overall process is aimed at increasing the epistemic value of pre-existing states in the conscious self-model, without causally looping through sensory sheets or using the non-neural body as an instrument for active inference

Conceptual Spaces in Object-Oriented Framework

The aim of this paper is to show that the middle level of mental representations in a conceptual spaces framework is consistent with the OOP paradigm. We argue that conceptual spaces framework together with vague prototype theory of categorization appears to be the most suitable solution for modeling the cognitive apparatus of humans, and that the OOP paradigm can be easily and intuitively reconciled with this framework. First, we show that the prototypebased OOP approach is consistent with Gärdenfors’ model in terms of structural coherence. Second, we argue that the product of cloning process in a prototype-based model is in line with the structure of categories in Gärdenfors’ proposal. Finally, in order to make the fuzzy object-oriented model consistent with conceptual space, we demonstrate how to define membership function in a more cognitive manner, i.e. in terms of similarity to prototype

Sequential Intercept Model: Framework for a ‘Wicked Problem’

This article also appeared on p. 7–8 of the Spring 2018 print edition.The Sequential Intercept Model offers conceptual points at which a person with serious mental illness could be diverted from the criminal justice system and into community-based treatment. This article reviews the 2015 book "The Sequential Intercept Model and Criminal Justice" (New York: Oxford University Press), which looks at the success of programs along the intercept continuum. A workshop on the model sponsored by the Alaska Department of Corrections will be held in Anchorage in May 2018.[Sidebar:] Sequential Intercept Model workshop in Anchorage / Reference

Over-indebtedness and the interplay of factual and mental money management: An interview study

Previous research has shown that money management contributes to over-indebtedness. This article sheds new light on this relation by looking at factual money management and its mental underpinnings, mental accounting. In a conceptual model we propose that fuzzy factual and mental money management practices aggravated by lack of congruency between factual and mental structures play an important role in over-indebtedness. Twenty-five in-depth interviews deliver preliminary support for this proposition. Successful financial control seems to build on efficient and inter-coordinated factual and mental money management. This reduces the willpower necessary for controlling financial behavior and helps to prevent and fight over-indebtedness.debt, money management, mental accounting, self-control

ANALISIS LEARNING PROGRESSION SISWA PADA PEMBELAJARAN LISTRIK DAN MAGNET DENGAN MODEL CONSTRUCTIVIST TEACHING SEQUENCES (CTS)

Pemahaman siswa mengenai fenomena fisik yang berkaitan dengan suatu konsep, dapat diidentifikasi melalui analisis model mental yang dimilikinya. Dalam sebuah proses pembelajaran, perubahan model mental siswa merupakan indikator yang baik untuk mengetahui kemajuan belajar dan perubahan konseptual, termasuk dalam pembelajaran listrik dan magnet. Penelitian ini bertujuan untuk menganalisis perkembangan kognitif siswa pada pembelajaran listrik dan magnet guna memperoleh: 1) gambaran tentang profil model mental siswa pada awal pembelajaran listrik dan magnet, 2) pemetaan learning progression siswa dari model mental menuju model ilmiah pada pembelajaran listrik dan magnet, dan 3) pola conceptual change siswa pada pembelajaran listrik dan magnet. Penelitian ini menggunakan metode penelitian mixed methods dengan disain paralel konvergen yang mengumpulkan data kuantitatif dan kualitatif secara simultan dan berurutan. Data dikumpulkan pada semua tahapan pembelajaran (sebelum pelajaran, selama pelajaran dan setelah pelajaran) berdasarkan tanggapan tertulis siswa dan wawancara individu. Pembelajaran dirancang untuk memfasilitasi perubahan konseptual siswa yang memungkinkan siswa dapat mengemukakan ide-idenya berdasarkan fenomena yang diamatinya. Perubahan ide siswa dalam setiap tahap pembelajaran diidentifikasi dan dianalisis. Hasil penelitian ini menunjukkan bahwa: 1) Distribusi siswa yang menggunakan dasar intuisi pada pembelajaran magnet dua kali lebih kecil dibandingkan dengan pada pembelajaran listrik; 2) Kecenderungan learning progression siswa setelah melalui proses fasilitasi pemikiran oleh guru relatif lebih baik, yang ditunjukkan oleh besarnya proporsi siswa yang memiliki konsep yang lebih ilmiah, yakni di atas 50% untuk semua konsep pada akhir pembelajaran listrik dan magnet; dan 3) Distribusi siswa yang mengikuti pola merevisi konsep awalnya pada pembelajaran tentang listrik menurun secara gradual, sedangkan pada pembelajaran tentang magnet cenderung lebih acak, dengan capaian level conceptual change yang lebih variatif. Kata kunci: konsep, model mental, learning progression, conceptual change. The students' understanding of the physical phenomena associated with a concept, can be identified through the analysis of their mental models. In a learning process, changes in students' mental models is a good indicator to determine the progress of learning and conceptual change, including in electricity and magnetism learning. This study aimed to analyze the cognitive development of students in the study of electricity and magnetism to obtain: 1) an overview of the profile of mental models of students at the beginning of the learning electricity and magnetism, 2) mapping learning progression of students of mental models to the scientific model on learning electricity and magnetism, and 3) patterns of conceptual change in the students' learning of electricity and magnetism. This study uses mixed methods research design with parallel convergent that collecting quantitative and qualitative data simultaneously and sequentially. Data collected at all stages of the study (prior to the lesson, during the lesson and after the lesson) based on written responses of students and individual interviews. Learning is designed to facilitate students' conceptual changes that allow students to put forward its ideas based on the phenomenon observed. Changes in students' ideas at every stage of learning are identified and analyzed. The results of this study show that: 1) Distribution of students who use the basic intuition on magnet learning twice smaller than the electric learning; 2) The tendency of students after learning progression through the facilitation process of thinking by teachers are relatively better, as demonstrated by the large proportion of students who have a more scientific concept, which is above 50% for all at the end of the learning concepts of electricity and magnetism; and 3) Distribution of students who follow the pattern of revising its initial concept in electricity learning decreased gradually, whereas in magnetims learning tend to be more random, with performance levels more varied conceptual change. Key word: concept, mental model, learning progression, conceptual chang

Community Integration of Persons with Psychiatric Disabilities in Supportive Independent Housing: A Conceptual Model and Methodological Considerations

Despite the consensus regarding community integration as a major goal of mental health policy and the emergence of supportive independent housing as a critical component of community mental health services, mental health services research has not examined the extent to which housing and service characteristics are associated with community integration of persons with psychiatric disabilities in supportive independent housing. The main goal of this paper is to propose a conceptual model of factors influencing community integration which takes into account the differential configuration of housing setting and support structure in supportive independent housing. The conceptual model encompasses a multidimensional conceptualization of community integration and considers an array of housing and service characteristics that are potentially relevant determinants of community integration. Based on the proposed model, this paper outlines the methodological considerations for future research with regard to measurement, research designs, and statistical models

Pupil’s mental models of earth internal structure

Mental models are fundamental for understanding the construction of knowledge and people’ actions, constituting an important area in science education. In fact, Johnson-Laird (1983) argued that people think and reason with mental models, as it is impossible to directly understand the world. For this author, human mind construct internal representations, which are considered a bridge that connects people with the world. Mental models represent objects or specific situations, capturing its essential characteristics. Although mental models are considered to be personal, incomplete, unstable and unscientific they allow pupils to understand and explain phenomena. As so, according to their experiences, pupils construct their own mental models, which are useful for their daily life. On the other hand, conceptual models are considered to be precise representations coherent with scientific knowledge that are introduced to them in the classroom. When pupils are confronted with conceptual models which are frequently different from their own mental models, restructuring processes may occur in diverse ways. Consequently, it is important that teachers become aware of the difficulty of this process and recognize the relevance of the diversity of their pupils’ mental models, in order to promote activities that allow them to construct their models in an effective way. Pupils should have the opportunity to evaluate the importance of conceptual models and to correctly compare them with their previous knowledge. The present study aims to analyze how primary pupils imagine and represent the internal structure of the Earth. To attain this purpose, a questionnaire was constructed and validated by two university experts in primary education. The questionnaire asked pupils to draw the Earth’s interior and to write an explanation of their own drawing intending to get an approximation of their Earth’s internal structure mental models. One hundred and seventeen pupils of the last year of the primary school participated in this study. The sample had 58,1% of boys and 41,9% of girls, with ages ranging from 9 to 11 years old. The collected data was analyzed and mental models were classified into different categories: (i) Real Concentric Layers Model; (ii) Unreal Concentric Layers Model; (iii) Simple Random Structure Model; (iv) Complex Random Structure Model; (v) Fictional Model; (vi) Mixed Model; and (vii) External Model. Complex Random Structure Model was the model represented by the majority of pupils. In fact, only 35,9% of participants represent the Earth’s internal structure divided into layers. Although pupils were allowed to represent movement with arrows, most of them possess a static mental model of the Earth.info:eu-repo/semantics/publishedVersio

Theorizing to improve mental health in multicultural construction industries : an intercultural coping model

Construction workers are exposed to a range of stressors that lead to mental ill-health. In a multicultural construction workplace, the interactions between workers with different cultural backgrounds may aggravate mental health issues. Existing studies on coping typically focus on a reactive approach to managing stressors in the absence of cultural-related factors. This approach is inadequate in addressing mental health issues in a culturally diverse construction workplace. This paper presents a critical review that synthesizes and analyses theories and models of stress and coping, proactive coping, occupational stress, acculturative stress, and intercultural competence to develop a conceptual model for managing mental health in a multicultural construction workforce. The proposed model relies upon a positive coping mechanism, i.e., intercultural coping, to manage stressful events during the entire coping process in a multicultural workplace, towards achieving sustained good mental health. The proposed conceptual model contributes to the development of coping theories and positive psychology approaches and provides effective coping strategies to enhance psychological well-being in a multicultural context

Interrelation of sport participation, physical activity, social capital and mental health in disadvantaged communities : a sem-analysis

Background : The Health through Sport conceptual model links sport participation with physical, social and psychological outcomes and stresses the need for more understanding between these outcomes. The present study aims to uncover how sport participation, physical activity, social capital and mental health are interrelated by examining these outcomes in one model. Methods : A cross-sectional survey was conducted in nine disadvantaged communities in Antwerp (Belgium). Two hundred adults (aged 18-56) per community were randomly selected and visited at home to fill out a questionnaire on socio-demographics, sport participation, physical activity, social capital and mental health. A sample of 414 adults participated in the study. Results : Structural Equation Modeling analysis showed that sport participation (beta = .095) and not total physical activity (beta = .027) was associated with better mental health. No association was found between sport participation and community social capital (beta = .009) or individual social capital (beta = .045). Furthermore, only community social capital was linked with physical activity (beta = .114), individual social capital was not (beta = -.013). In contrast, only individual social capital was directly associated with mental health (beta = .152), community social capital was not (beta = .070). Conclusion : This study emphasizes the importance of sport participation and individual social capital to improve mental health in disadvantaged communities. It further gives a unique insight into the functionalities of how sport participation, physical activity, social capital and mental health are interrelated. Implications for policy are that cross-sector initiatives between the sport, social and health sector need to be supported as their outcomes are directly linked to one another