This study aims to develop computer simulation-assisted conceptual change model to change students’ conception on gas kinetic theory. This study has been conducted to senior high school students because gas kinetic theory is an abstract concept, so that the conceptions usually increase misunderstanding and misconceptions of students. The research development has been implemented in the ADDIE development model. The ADDIE model consist of: Analyse, Design, Develop, Implement, and Evaluate. Respondents in this study amounted to 26 students (average age of 17 years old), who came from one of high school in Belitung. The test instrument used is three tier open ended questions consisting of 7 questions and the results of the test were categorized into five categories consisting of misconception (M), not understanding the concept (NU), sound understanding (SU), partial understanding (PU), and not being encoded (UC). The results show that CS-CCM can be designed and developed to facilitate change students conception on gas kinetic theory. Thus, it can be concluded that the development of CS-CCM is able to facilitate conceptual change of students’ conception on gas kinetic theory.

This study is to analyze the students' conceptual change on the kinetic theory of gases afterward learning with a computer simulation-assisted conceptual change model. CS-CCM consists of six phases; 1) commit to a position 2) expose beliefs 3) confront belief 4) accommodate the concept 5) extend the concept 6) go beyond. CS-CCM was conducted to 27 students (average age of 17 years old) who came from one of high school in Belitung. The research method was pre-experimental design with a one-group pretest-posttest design. The instrument used a four-tiers test-kinetic theory of gases (FT-KTG) consisting of 11 questions and the results of the test categorized into five categories of students' conceptions, consisting of; sound understanding (SU), partial understanding (PU), misconception (MC), no understanding (NU), and not being encoded (UC). Students' conceptual change is based on students' pre-test and post-test conception profiles. There are six types of changes in students conceptions; reinterpretation (Ri), revision (Rv), construction (Co), disorientation (Di), scientific conception from the beginning (Sc), and static (St). The results show that 86% of students whose conceptual change are in the "satisfying category" and CS-CCM is effective can be used as a learning model to change students' conceptual.

No abstract

Box counting fractal dimension has been investigated as 3D Fracture parameters. Geothermal rock fractured and 3D fracture models are characterized its 3D fracture characteristics i.e. aperture, density and intensity. The investigation 3D Fractal dimension as aperture parameter, we use the rock samples and 3D Fracture models that have nearly the same intensity. We found that fractal dimension of 3D fracture has a strongly positive correlation with aperture both for 3D fracture in rock fractured samples and 3D fracture models. Based on this result we conclude that 3D fractal dimension of fracture can be used as parameter of fractures aperture and density. Meanwhile for fractal dimension of 3D fracture as intensity parameter, we use the rock samples and 3D Fracture models that have nearly the same aperture and density. We found that there’s no significant pattern of 3D fractal dimension on fracture intensity of rock samples. For further investigation we generate 3D fracture models. We found that the relation between 3D fractal dimension and 3D fracture intensity is very weak negative correlation. Based on this result, we are unable to conclude that the 3D fractal dimension of fracture can be used as parameter of fractures intensity.