Influence of Problem Based Learning Model on Student Mental Models

J R Batlolona,M Diantoro,S Singerin

doi:10.15294/jpfi.v16i1.14253

J R Batlolona, M Diantoro + Show 1 more

Open Access

https://doi.org/10.15294/jpfi.v16i1.14253

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Abstract

The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.

Highlights

The mental model in principle is an internal representation of several domains that support understanding of a problem
The main characteristic of the mental model is the structure associated with knowledge about the real world and the phase of processing knowledge which is a unit of memory by involving symbols that reflect the knowledge of knowledge itself, giving birth to better learning processes (Ahi, 2016)
Students can use mental models to understand invisible physics phenomena, such as those that occur on a microscopic scale

Summary

Introduction

The mental model in principle is an internal representation of several domains that support understanding of a problem. Mental models represent more complex forms of conceptual knowledge that have a causal relationship. Mental models are built from individual cognitive representation systems, representing simplifications, illustrations, analogies, and simulations of real objects. In order to understand new knowledge or certain phenomena, mental models that are built refer to previous knowledge, with the information presented. Students can use mental models to understand invisible physics phenomena, such as those that occur on a microscopic scale. Educational psychologists explain that mental models are internal thoughts that act as a structural analogy of a situation or process (Stains & Sevian, 2015). Understanding mental models allows the development of more effective communication and decision making (Lin & Chiu, 2007)

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