COVID-19 is a Conspiracy Disease? Diagnostic Mental Models and Students' Cognitive Abilities
DOI:
https://doi.org/10.36312/esaintika.v6i1.561Keywords:
Covid-19, Mental Model, Students CognitiveAbstract
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.
Downloads
References
Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
Archila, P. A., Danies, G., Molina, J., Truscott de Mejía, A.-M., & Restrepo, S. (2021). Towards Covid-19 Literacy. Science & Education, 0123456789. https://doi.org/10.1007/s11191-021-00222-1
Ashraf, A. (2021). Lessons learned from COVID-19 response for disaster risk management. Natural Hazards, 107(2), 2027–2032. https://doi.org/10.1007/s11069-021-04658-0
Brodeur, A., Grigoryeva, I., & Kattan, L. (2021). Stay-at-home orders, social distancing, and trust. Journal of Population Economics, 1321–1354. https://doi.org/10.1007/s00148-021-00848-z
Darabi, A., Hemphill, J., Nelson, D. W., Boulware, W., & Liang, X. (2010). Mental model progression in learning the electron transport chain: Effects of instructional strategies and cognitive flexibility. Advances in Health Sciences Education, 15(4), 479–489. https://doi.org/10.1007/s10459-009-9212-0
Djidu, H., Mashuri, S., Nasruddin, N., Sejati, A. E., Rasmuin, R., Ugi, L. E., & Arua, A. La. (2021). Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it? Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(2), 139–151. https://doi.org/10.36312/esaintika.v5i2.479
Douglas, K. M. (2021). COVID-19 conspiracy theories. Group Processes and Intergroup Relations, 24(2), 270–275. https://doi.org/10.1177/1368430220982068
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS ONE, 15(7 July), 1–22. https://doi.org/10.1371/journal.pone.0236337
Erfinanto, E. (2021). Update Corona COVID-19 di Jawa Timur pada 16 Juni 2020. https://surabaya.liputan6.com/read/4281089/update-corona-covid-19-di-jawa-timur-pada-16-juni-2020
Ferdiansyah, S., Supiastutik, & Angin, R. (2020). Thai students’ experiences of online learning at indonesian universities in the time of the covid-19 pandemic. Journal of International Students, 10(Special Issue 3), 58–74. https://doi.org/10.32674/jis.v10iS3.3199
Grant, A., Rix, A., Winter, P., Mattick, K., & Jones, D. (2015). Support for medical students with mental health problems: A conceptual model. Academic Psychiatry, 39(1), 16–21. https://doi.org/10.1007/s40596-014-0154-3
Griffiths, D., Sheehan, L., van Vreden, C., Petrie, D., Grant, G., Whiteford, P., Sim, M. R., & Collie, A. (2021). The Impact of Work Loss on Mental and Physical Health During the COVID-19 Pandemic: Baseline Findings from a Prospective Cohort Study. Journal of Occupational Rehabilitation, 31(3), 455–462. https://doi.org/10.1007/s10926-021-09958-7
Hantzi, A., Anagnostopoulos, F., & Alexiou, E. (2019). Attitudes Towards Seeking Psychological Help: An Integrative Model Based on Contact, Essentialist Beliefs About Mental Illness, and Stigma. Journal of Clinical Psychology in Medical Settings, 26(2), 142–157. https://doi.org/10.1007/s10880-018-9573-8
Jalongo, M. R. (2021). The Effects of COVID-19 on Early Childhood Education and Care: Research and Resources for Children, Families, Teachers, and Teacher Educators. Early Childhood Education Journal, 49(5), 763–774. https://doi.org/10.1007/s10643-021-01208-y
Kazmi. (2020). Covid-19 and Lockdown: A study on the impact on mental health. Available at SSRN 3577515.
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 0123456789, 1–23. https://doi.org/10.1007/s10639-021-10566-4
Lestari, A. S. (2020). The Impact of Covid-19 Pandemic on Learning Implementation of Primary and Secondary School Levels. Indonesian Journal of Elementary and Childhood Education, 1(2), 58–63.
Lestiyanawati, R., & Widyantoro, A. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting E- Learning System During COVID-19 Outbreak. Journal of Culture, Literature, Linguistic and English Teaching, 2(1), 71–82.
Lin, N., Ye, X., & Ensel, W. M. (1999). Social support and depressed mood: A structural analysis. Journal of Health and Social Behavior, 40(4), 344–359. https://doi.org/10.2307/2676330
Mailizar, M., Burg, D., & Maulina, S. (2021). Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 0123456789, 1–21. https://doi.org/10.1007/s10639-021-10557-5
Marinthe, G., Brown, G., Delouvée, S., & Jolley, D. (2020). Looking out for myself: Exploring the relationship between conspiracy mentality, perceived personal risk, and COVID-19 prevention measures. British Journal of Health Psychology, 25(4), 957–980. https://doi.org/10.1111/bjhp.12449
Marthoenis, Maskur, Fathiariani, L., & Nassimbwa, J. (2021). Investigating the burden of mental distress among nurses at a provincial COVID-19 referral hospital in Indonesia: a cross-sectional study. BMC Nursing, 20(1), 76. https://doi.org/10.1186/s12912-021-00596-1
Miguel Landa-Blanco, Agurcia, Elizabeth Andino Rodriguez, D. A. (2020). Beliefs in COVID-19 myths and conspiracies: an urgent call to action. Academia Letters, July 2021, 0–1.
Moura, G. G., Nascimento, C. R. R., & Ferreira, J. M. (2020). COVID-19: Reflections on the Crisis, Transformation, and Interactive Processes Under Development. Trends in Psychology, 375–394. https://doi.org/10.1007/s43076-020-00061-z
Nagakumar, P., Chadwick, C. L., Bush, A., & Gupta, A. (2021). Collateral impact of COVID-19: why should children continue to suffer? European Journal of Pediatrics, 1975–1979. https://doi.org/10.1007/s00431-021-03963-x
Oleksy, T., Wnuk, A., Maison, D., & ?y?, A. (2021). Content matters. Different predictors and social consequences of general and government-related conspiracy theories on COVID-19. Personality and Individual Differences, 168(July 2020), 110289. https://doi.org/10.1016/j.paid.2020.110289
Pemerintah Provinsi Jawa Timur. (2021). Jatim Tanggap Covid-19. https://infocovid19.jatimprov.go.id/#
Pisl, V., Volavka, J., Chvojkova, E., Cechova, K., Kavalirova, G., & Vevera, J. (2021). Dissociation, cognitive reflection and health literacy have a modest effect on belief in conspiracy theories about covid-19. International Journal of Environmental Research and Public Health, 18(10). https://doi.org/10.3390/ijerph18105065
Powell, K., & Meyers, C. (2021). Guidance for Medical Ethicists to Enhance Social Cooperation to Mitigate the Pandemic. HEC Forum, 33(1), 73–90. https://doi.org/10.1007/s10730-021-09445-9
Rahayu, R. N., & Sensusiyati. (2020). Analisis Berita Hoax Covid - 19 Di Media Sosial Di Indonesia. Jurnal Ekonomi, Sosial, & Humaniora, 1(9), 63.
Rahmawati, D., Mulyana, D., Lumakto, G., Viendyasari, M., & Anindhita, W. (2021). Mapping Disinformation During the Covid-19 in Indonesia: Qualitative Content Analysis. Jurnal ASPIKOM, 6(2), 222. https://doi.org/10.24329/aspikom.v6i2.907
Ramlo, S. (2021). The Coronavirus and Higher Education: Faculty Viewpoints about Universities Moving Online during a Worldwide Pandemic. Innovative Higher Education, 241–259. https://doi.org/10.1007/s10755-020-09532-8
Septaria, K., Dewanti, B. A., & Afidah, M. I. El. (2020). Development Of Module Disaster Mitigation Based On Stem For Secondary Schools. Jurnal Peneliltian Pendidikan IPA, 5(2), 61–68.
Smyth, H. L., & MacKinnon, D. P. (2021). Statistical Evaluation of Person-Oriented Mediation Using Configural Frequency Analysis. Integrative Psychological and Behavioral Science, 55(3), 593–636. https://doi.org/10.1007/s12124-020-09519-2
Van de Velde, S., Buffel, V., Bracke, P., Van Hal, G., Somogyi, N. M., Willems, B., & Wouters, E. (2021). The COVID-19 International Student Well-being Study. Scandinavian Journal of Public Health, 49(1), 114–122. https://doi.org/10.1177/1403494820981186
Varela, B., Sesto, V., & García-Rodeja, I. (2020). An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect. Research in Science Education, 50(2), 599–624. https://doi.org/10.1007/s11165-018-9703-1
Yamamura, E., & Tsustsui, Y. (2021). School closures and mental health during the COVID-19 pandemic in Japan. In Journal of Population Economics. Springer Berlin Heidelberg. https://doi.org/10.1007/s00148-021-00844-3
Yank, G. R., Fox, J. C., Ph, D., Davis, K. E., & Ph, D. (1991). T h e Gait Visiting Scholar in Public Mental Health?: A R e v i e w of a Model of S t a t e - U n i v e r s i t y Collaboration. 27(6), 455–471.
Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020
Yuniarto, D., Khozinaturrohmah, H. N., & Abd. Rahman, A. B. (2021). Effectiveness of Covid-19 Information through Social Media based on Public Intention. Applied Information System and Management (AISM), 4(1), 37–44. https://doi.org/10.15408/aism.v4i1.19457
Yuzulia, I. (2021). The Challenges of Online Learning during Pandemic: Students’ Voice. Wanastra: Jurnal Bahasa Dan Sastra, 13(1), 08–12. https://doi.org/10.31294/w.v13i1.9759
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Kiki Septaria, Atika Fatharani, Arnelia Dwi Yasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
