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Published under licence by IOP Publishing LtdInternational Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220081

Improving the mental model of high school students related to the concept of global warming through the implementation of the context based learning (CBL) model combined with the CM2RA strategy

A S Ulum1*, H Basori2, A Suhandi3 and A Samsudin3

1Prodi S2 Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.

229, Bandung 40154, Indonesia 2Prodi S3 Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.

229, Bandung 40154, Indonesia

3Departemen Pendidikan Fisika, Universitas pendidikan Indonesia, Jl. Dr. Setiabudi

No. 229, Bandung 40154, Indonesia

*asep.saepul12@student.upi.edu Abstract. The aim of this study was to improve the mental model of high school students related to the concept of global warming through the application of the CBL model using the CM2RA strategy (context, microscopic models, macroscopic phenomena, and analogy representation). The mental model categories reviewed include scientific, synthetic and initial

mental models. This mental model category is determined based on the test results data level of conceptual understanding. A pre-experiment method with one group pretest-posttest design

was used in this research. The number of research subjects was 40 students consisting of 24 female students and 16 male students, in one of the high schools in the Tasikmalaya district of West Java province. The instrument used to collect data is a test of understanding the concept

of global warming in the form of essays covering three parts of the question. The results showed that before the application of CBL, the number of students in each mental model

category was: scientific mental model (5%), synthetic (40%), and initial (55%), whereas after the application of CBL, the number of students in each category of mental models becomes: scientific mental model (78%), synthetic (15%), and initial (7%). These results indicate that the implementation of CBL with CM2RA strategies has high effectiveness in facilitating the achievement of the scientific mental model.

1. Introduction

Some results of research in the field of science learning show that the use of traditional learning

approaches fails in facilitating the achievement of the category of scientific mental models [1-4]. This

failure shows that traditional learning can not facilitate the achievement of a sound understanding of

physics concepts by students. This failed due to the traditional learning model which less emphasizes the submicroscopic level [1]. In line with this, Talanquer [2] said that traditional learning refers much

to the macroscopic and symbolic levels. Yet to form a proper mental model, requires a thorough understanding of the three levels of representation namely the macroscopic representation, symbolic

representation, and sub-microscopic representation. Because the mental model is closely related to the

International Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220082

three levels of representation, in order that the learning held by the teacher can facilitate the

achievement of sound understanding and category of scientific mental models, needed a learning

model that emphasizes the three levels of representation [5]. One learning model that can meet these needs is the context based learning (CBL) model. Concept,

scientific aspect, and its role in our lives should be combined and should be considered as an

implementation of the real world [6, 7]. According to context based learning theory, individuals make

associations based on the examples of daily life. By gaining experience, they start to learn [8]. What

distinguishes context based learning from other theories that adopted constructivist approach is this

philosophy. The main purpose of this theory, which was started to be employed in 1980, is to raise the

attention of students towards science and to make them realize the association between real life issues

and science [9]. The CBL model has the following syntax: student orientation in context, reading scientific articles and answering questions/proposing problem solutions, class discussions discussing the answers of

each group, constructing conception through demonstration activities, visualization, practice and

discussion, discussing contexts, and strengthening and enrichment on relevant events/phenomena [10]. The stages of conceptualization through demonstration, visualization, practice and discussion on CBL models are seen to facilitate students to be able to achieve sound understanding. Whereas the use of

the CM2RA strategy which includes the explanation of the context at the macroscopic and sub-

microscopic level which is supported by the representation of dynamic model and analogies done with

hope that students can have conceptual understanding up to sub-microscopic level. The dynamic

analogy for long wave scattering by particles of green housegases used in this study is in the form of

scattering various types of balls of different sizes by basketball hoops. With the presence of three levels of representation in physics learning, it is expected that high school students can achieve a scientific mental model. Appearance visual representations of knowledge, concepts or ideas may help 11]. One of the physics content at high school that requires an understanding of the three levels of

representation is the global warming. This study was conducted to obtain an overview of the

effectiveness of the use of the CBL model combined with the CM2RA strategy in facilitating the achievement of the scientific mental model among high school students related to the concept of global warming.

2. Methods

The method used is a pre-experiment method with one group pretest-posttest design. The number of participant was 40 students (24 female and 16 male), in one of the high schools in the Tasikmalaya district of West Java province. The instrument used is a test of conceptual understanding related to concept of global warming in the form of essays covering three parts of the question. This test is named Global Warming Concept

Understanding Test (GWCUTest), which stands for a test of conceptual understanding related to

concept of global warming. Question-1 (Q1) requires an answer about the concept of global warming, question-2 (Q2) requires about the causes of global warming, and question-3 (Q3) requires a response

in the form of a state of the representation of microscopic pictorial of the mechanism of confinement

of long-wave radiation by greenhouse gases. For scoring conceptual understanding test for part of questions 1 (Q1) and question 2 (Q2) was used rubric by Kurnaz [12], as shown in Table 1. Table 1. Evaluation Rubric for Descriptive Responses

Levels of Understanding (LU) Score Criteria

Sound Understanding (SU) 4 Responses containing all components of the scientifically accepted response Partial Understanding (PU) 3 Responses containing some components of the scientifically accepted response

International Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220083

Levels of Understanding (LU) Score Criteria

Partial Understanding with

Alternative Conception (PU-AC) 2

Responses showing that the concept is

understood but also containing alternative conceptions Alternative Conception (AC) 1 Scientifically incorrect responses containing illogical or incorrect information No Understanding (NU) 0 Blank, irrelevant, or unclear responses

For analysdrawing (Q3), a rubric was developed

based on Abraham rubric [11] and an initial analysis of answers given to the third question was [13] (Table 2). Table 2. Evaluation Rubric for Visual Responses [12]

Levels of Understanding (LU) Score Criteria

Correct Depicting (CD) 4 Drawings reflecting all components of the scientific depiction Partial Correct Depicting (PCD) 3 Drawings reflecting some components of the scientific depiction

Correct Drawings reflecting also

Nonscientific Depicting (CD-ND) 2 Drawings reflecting scientific or partial scientific but also nonscientific depictions Incorrect Depicting (ID) 1 Drawings reflecting wholly nonscientific depictions

No Depicting (ND) 0 Blank

To determine the mental model category of each student based on the results of conceptual

understanding related to the concept of global warming was used guidelines as shown in Table 3 [12].

Table 3. Evaluation Rubric for Mental Models

Mental Models

(MM) Content Criteria

Scientific

Perceptions which coincide

with scientific knowledge: answers at level 3 (PU or

PCD) or 4 (SU or CD).

Score for question A, B and C

everything is high (3 or 4)

Synthetic

Perceptions which partially

coincide or do not coincide with scientific knowledge.

Score for question A, B and C

(some are high (3 or 4) but some are low (0 or 1 or 2)

Initial

Perceptions which do not

coincide with scientific knowledge: answers at level 0 (NU or ND), 1 (AC or ID) or 2 (PU-AC or CD-ND).

Score for question A, B and C

everything is low (0 0r 1 or 2)

3. Results and Discussion

Table 4 shows the scores achieved by high school students for each part of the GWCUTest question at before and after the implementation of CBL.

International Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220084

Tabel 4. The score for each part of question og GWCUTest High school students Before CBL High school students After CBL

Q1 Q2 Q3 Q1 Q2 Q3

S8, S26 3 3 3 S4, S5, S8, S19, S26 4 4 4

S5, S20, S23 3 2 1 S1, S7, S20, S24, S34, S36 4 3 4

S1, S7, S24 3 2 0 S23, S30, S31, S37, S39,

S18, S25, S29, S32

4 3 3 S4, S15, S19, S34, S36 3 1 1 S2, S6, S9, S10, S16, S17 3 3 4 S27, S30, S31, S37, S39 3 1 0 S14, S22, S28, S33, S40 3 3 3

S2, S9, S11, S12, S17, S18 2 1 1 S13, S15 3 2 3

S6, S13, S16, S32, S33 2 1 0 S3, S38 3 2 2

S3, S10, S21, S22 2 0 0 S21, S27 3 1 3

S14, S28, S40 1 1 0 S11, S35 2 2 2

S25, S29, S35, S38 1 0 0 S12 2 2 0

Based on Table 4, it can be determined the categories of mental models achieved by each student

related to the concept of global warming. Furthermore, It can be calculated the number of high school

students in each category of mental models by knowing the categories of mental models reached by each student. Table 5 shows the number of students in each category of mental models related to the concept of global warming before and after the implementation of CBL. Table 5. Number of students in each mental model category related to the concept of global warming before and after implementation of CBL

Before CBL After CBL

Category

of mental model

Number of

students

Percent

Category

of mental model

Number of

students

Percent

Scientific 2 5 Scientific 31 78

Synthetic 16 40 Synthetic 6 15

Initial 22 55 Initial 3 7

Total 40 100 Total 40 100

Based on Table 5, there was a change in the mental model category between before and after the implementation of CBL. The number of students who reached the category of scientific mental models

increased while the number of students who reached the category of synthetic and initial mental

models decreased. The pattern of changes in the category of mental models achieved by students from before to after following the CBL activity is shown in Figure 1.

The results of this study show the great potential of CBL in facilitating the achievement of

understanding concepts in depth and comprehensively. This potential is possible because the processes

in CBL lead to the construction of conceptions in the minds of students through their own construction

process. CBL engages students in learning that demands activating their thinking and metacognitive

skills, motivates students, and encourages them to be scientifically literate [14]. Reading adapted

scientific articles as part of a context-based approach helps students develop an understanding of scientific concepts and how these concepts are connected to real-world problems [15]. The results of

this study are in line with those obtained by Dori et al [16] which shows that the application of CBL in

science learning can improve students' understanding of concepts and metacognition.

International Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220085

Figure 1. The pattern of changes in the category of mental models achieved by students from before to after following the CBL activity

4. Conclussion

Based on the research data, the implementation of the CBL model combined with the CM2RA strategy

has high effectiveness in facilitating students in achieving the scientific mental model category. This

indicates that the integration of the CM2RA strategy with the CBL model can facilitate the process of

conceptual development that leads to the formation of a sound and comprehensive understanding of the concept of global warming in the minds of high school students.

5. References

[1] Sevian H and Talanquer V 2014 Rethinking Chemistry: A Learning Progression on Chemical Thinking Chemistry Education Research and Practice 15 1 10-23 [2] Talanquer V 2011 Macro, Submicro, and Symbolic: The Many Faces of The Chemistry International Journal of Science Education 33 2 179-195 [3] Suhandi A, Rusdiana D, Samsudin A and Wibowo F C 2019 Identifying pre-service physics teacher mental model on electric conceptions In Journal of Physics: Conference Series 1204

1 012058

[4] Imaduddin M, Zuhaida A and Hidayah F F 2019 Pre- Their Past and Future Classrooms: Scratches from Indonesian Teacher Training Program at Islamic University Journal for the Education of Gifted Young Scientists 7 3 459-480 [5] Hilton A and Nichols K 2011 Representational Classroom Practices that Contribute to Stu Conceptual and Representational Understanding of Chemical Bonding International journal of science education 33 16 2215-2246 [6] King D, Bellocchi A and Ritchie S M 2008 Making connections: Learning and teaching chemistry in context Research in Science Education 38 3 365-384 [7] Whitelegg E and Parry M 1999 Real-life contexts for learning physics: meanings, issues and practice Physics Education 34 2 68-72 [8] Choi H J and Johnson S D 2005 The effect of context-based video instruction on learning and motivation in online courses American Journal of Distance Education 19 4 215-227

Scientific mental model

S8, S26

Scientific mental model

S1, S2, S4, S5, S6, S7, S8,

S9, S10, S14, S16, S17, S18,

S19, S20, S22, S23, S24,

S25, S26, S28, S29, S30,

S31, S32, S33, S34, S36,

S37, S39, S40

Synthetic mental model

S1, S4, S5, S7, S15, S19,

S20, S23, S24, S27, S30,

S31, S34, S36, S37, S39

Synthetic mental model

S3, S13, S15, S21, S27, S38

Initial mental model

S2, S3, S6, S9, S10, S11,

S12, S13, S14, S16, S17,

S18, S21, S22, S25, S28,

S29, S32, S33, S35, S38,

S40

Initial mental model

S11, S12, S35

(3) (4) (15) (14)

Before CBL

After CBL

(2) (2)

International Conference on Mathematics and Science Education 2019 (ICMScE 2019)Journal of Physics: Conference Series1521 (2020) 022008IOP Publishingdoi:10.1088/1742-6596/1521/2/0220086

[9] Bennett J, Hogarth S and Lubben F 2003 A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science EPPI-

Centre and University of York

[10] De Jong O 2008 Context-based chemical education: How to improve it Chemical Education

International 8 1 1-7

[11] Malik S K and Zaman N 2012 Effect of graphical organizer teaching model on learning achievement Elixir Psychology 42 62206227 [12] Kurnaz M A and Eksi C 2015 ls of Solid Friction in Physics Educational Sciences: Theory and Practice 15 3 787-795 [13] -Arslan A 2009 Cross-nderstanding of energy concepts Journal of Science Education and Technology 19 3 303-313 [14] Bennett J and Holman J 2002 Context-based approaches to the teaching of chemistry: What are they and what are their effects? InChemical education: Towards research-based practice

165184

[15] Herscovitz O, Kaberman Z, Saar L and Dori Y J 2012 The relationship between metacognition and the ability to pose questions in chemical education InMetacognition in science education: Trends in current research 165195 [16] Dori Y J, Avargil S, Kohen Z and Saar L 2018 Context-based learning and metacognitive prompts for enhancing scientific text comprehension International Journal of Science

Education 40 10 11981220

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