COVID-19 is a Conspiracy Disease? Diagnostic Mental Models and Students' Cognitive Abilities

Abstract

Countless research has been published on the impact of covid-19 on improvements in teaching techniques, activities, and motivational beliefs. Most research refers to a human's response before learning without testing students' comprehension and literacy linked to covid-19. This study adopted a qualitative approach, with a questionnaire serving as the primary research tool. Alternatively, the current study looks into students' cognitive and portrays their mental model of COVID-19. At the Islamic University of Lamongan, 30 students from the science education department and 30 students from the environmental health department took part. Students are chosen as transformational leaders and liaisons between society's academic and social environments. The researchers gather data based on an open-ended assessment that evaluates the concepts, causation, methods, and strategies that must be implemented to prevent the transmission of COVID-19. Participants completed questionnaires prepared for educational purposes before and after learning. Inductive and iterative investigation of the descriptions of students' answers revealed cognitive outcomes and mental models. Each questionnaire form is then checked for validity using the SPSS v24 program. The authenticity of the questionnaire responses for each questionnaire > rcount (N = 60), indicating that each question is valid, whereas the reliability test using Cronbach's Alpha provides a score of 0.78 > 0.60, indicating that the questionnaire employed is trustworthy. Regarding educational, cognitive processes, the analysis shows that some colleagues believe that COVID-19 is a conspiracy, while others need to add sufficient scientific literacy to validate that COVID-19 is a disease. Even after learning, they can only make general ways to mitigate the propagation of COVID-19. The findings for student mental models revealed considerable changes in clarity and coherence, such as models at levels 1 through 5 with the highest student mental models. This study culminates with the implication that students require scientific literacy to effectively communicate about COVID-19 and check out false information in public.

The Disaster Box Mystery as a Media for Growing Disaster Preparedness and Literacy among Junior High School Students

“…The ADDIE approach resulted in the development of landslide mitigation learning tools for three meetings at the development stage (3), and the mystery box media with four sides of the box was employed. Following validation on four experts, the following data was obtained: According to the expert's validation of the mystery box device and media, the landslide disaster mitigation learning device and the mystery box were pronounced genuine and could be utilized in the scientific learning process at school (Septaria et al, 2022). Evidence of this validity is critical in gauging the real and learning tools and media generated in measuring the goals of a program, as well as as a requirement for the continuation of later-stage research (Damayanti et al, 2020;Try Ulfah Anggriani, 2014;Wibowo & Pradana, 2022).…”

Analisis Penggunaan Software PlantNet Terhadap Pemerolehan Konsep Dan Keterampilan Prosedural Siswa

“…Setiap tumbuhan perlu diidentifikasi karakteristiknya agar diketahui manfaat dan kegunaannya bagi manusia, namun saat ini masih banyak kendala yang dihadapi para mahasiswa dalam mengidentifikasi jenis-jenis tumbuhan, seperti kurangnya sumber belajar, penggunaan media pembelajaran yang kurang tepat sasaran dan sulitnya para mahasiswa dalam mengidentifikasi gambar di buku dengan bentuk aslinya (Febrian & Husin, 2022;Nissa et al, 2021). Hal ini menyebabkan pembelajaran menjadi kurang efektif (Septaria et al, 2022). Dalam menanggapi permasalahan tersebut dan didukung oleh perkembangan teknologi yang semakin maju, maka penggunaan media teknologilah yang menjadi jawabannya.…”

“…Hal ini dapat terjadi karena kesadaran mengembangkan dan memahami keterampilan prosedural pada mahasiswa di kelas eksperimen lebih tinggi karena adanya penerapan teknologi dalam kegiatan pembelajaran yang didasarkan pada uji statistik t tidak berpasangan. Antusias dalam menggunakan teknologi untuk menambah keterampilan bagi mahasiswa dalam menerima pembelajaran menunjukkan bahwa mahasiswa tersebut memiliki motivasi yang tinggi dalam kegiatan pembelajaran (Anisah & Sumarni, 2019;Arsana, 2020;Septaria, 2019;Septaria et al, 2022). Hal ini menunjukkan bahwa penggunaan teknologi pada kegiatan pembelajaran memiliki pengaruh yang baik terhadap keterampilan yang akan dikembangakan pada diri mahasiswa dalam mengikuti pembelajaran (Septaria, 2019).…”