Analysis of high school students’ mental model on bacteria concept: representation of students' conceptions

Yanti Hamdiyati, Taufik Rahman, Ratna Dwi Rahmawati

Abstract


Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.

Full Text:

PDF

References


Albaiti, Jukwati, & Lepa, A. A. (2022). View of Solubility and Solubility Product Phenomena: Papua Senior High School Students’ Mental Model. Journal of Turkish Science Education, 19(2), 481–495. https://orcid.org/0000-0002-3220-1478

Atasoy, B., Kadayifci, H., dan Akkus, H. 2007. Revealing The Creative Ideas Through Student’s Drawing and Statements. Journal of Turkish Educational Sciences. Vol.5, No.4: 679-700.

Buckley, B.C. & Boulter, C.J. (2000). Investigating the Role of Representations and Expressed Model in Building Mental Models. Dalam Gilbert, J.K. & Boulter C.J. (editor). Develoving models in science education (pp. 119-135). Dordrecht Kluwer Academic Publishers.

Byrne, J. (2011). Models of Micro‐Organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old. International Journal of Science Education, 33(14):1927-1961.

Carley dan Palmquist. (2014). Extracting, Representing, and Analyzing Mental Models. Social Forces, 70(3): 601-636.

Chang, S. (2007). Externalising Student’s Mental Models Through Concept Maps. Journal of Biology Education. 41 (3), 107-112.

Dahar, R W. (2011). Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.

Drach-Zahavy, A., Broyer, C., & Dagan, E. (2017). Similarity and accuracy of mental models formed during nursing handovers: A concept mapping approach. International Journal of Nursing Studies, 74(January), 24–33. https://doi.org/10.1016/j.ijnurstu.2017.05.009

Gunes, F. (2022). Understanding and Mental Model Development. The Journal of Limitless Education and Research, 7(2), 180–215. https://doi.org/10.29250/sead.1101064

Edens, K., & Potter, E. (2007). The relationship of drawing and mathematical problem solving: Draw for math tasks. Studies in Art Education, 48, 282–298.

Firmanshah, M., Jamaluddin, J., Hadiprayitno G. 2020. Learning Difficulties in Comprehending Virus and Bacteria concept for Senior High School. Jurnal Pendidikan Biologi Indonesia. Vol.6, No. 1, pp 165-172.

Hamdiyati, Y., Sudargo, F., Redjeki, S., dan Fitriani, A. (2017). Biology Students’ Initial Mental Model about Microorganism. Journal of Physics: Conference series: 812.

Hamdiyati, Y., Sudargo, F., Fitriani, A., & Rachmatullah, A. (2018a). Changes in prospective biology teachers’ mental model of virus through drawing-writing test: An application of mental model-based microbiology course. Jurnal Pendidikan IPA Indonesia, 7(3), 302–311. https://doi.org/10.15294/jpii.v7i3.14280.

Hamdiyati, Y., Sudargo, F., Redjeki, S., dan Fitriani, A. (2018b). Using concept maps to describe undergraduate students’ mental model in microbiology course Journal of Physics: Conference series: 1013.

Hamdiyati, Y., Sudargo, F., Redjeki, S., & Fitriani, A. (2018c). Changing of Student’S Mental Model About Virus Through Microbiology Course Program Based on Mental Model. Edusains, 10(1), 74–82. https://doi.org/10.15408/es.v10i1.7777

Hamdiyati, Y., Soesilawaty, S.A., & Habibah, S.N. (2022a). Analysis of High School Student’s Mental Model on Virus: Representation of Students’Conceptions. Jurnal Penelitian Pendidikan IPA, 8(4), 2085–2092. https://doi.org/10.29303/jppipa.v8i4.1879

Hamdiyati, Y., Rahman, T., & Sulaeman, S. A. (2022b). Analysis of high school student’s mental model on fungi: Representation of students’ conceptions. Biosfer: Jurnal Pendidikan Biologi, 15(2), 344-354. https://doi.org/10.21009/biosferjpb.28195

Jalmo, T., & Suwandi, T. (2018). Biology Education Students ’ Mental Models on Genetic Concepts. Journal 10.21009/biosferjpb.28195 Hamdiyati et al E-ISSN: 2614-3984 354 of Baltic Science Education, 17. http://www.scientiasocialis.lt/jbse/?q=node/675

Jee, B. D., Uttal, D. H., Spiegel, A., & Diamond, J. (2015). Expert–Novice Differences in Mental Models of Viruses, Vaccines, and the Causes of Infectious Disease. Public Understanding of Science 24(2):241–256. https://doi.org/10.1177/0963662513496954.

Kinchin, I. (2000). Concept Mapping in Biology. Journal of Biology Education. 34:2, 61-68.

Kurt, H., Ekici, G., Aktas, M., Aksu, O. (2013). Determining Biology Student Teachers’ Cognitive Structure on the Concept of “Diffusion” Through the Free Word-Association Test and the Drawing-Writing Technique. International Education Studies; Vol. 6, No. 9; 2013.

McNeil, Sara. (2014). Visualizing mental models: Understanding Cognitive Change to Support Teaching and Learning of Multimedia Desaign and Development. Education Tech Research Dev., 63:73–96.

Michael, J. (2004). Mental Models and Meaningful Learning. JVME, 31(1).

Nugraha, I. (2016). The use of drawing as an alternative assessment tool in biology teaching. International Seminar of Mathematics, Science and Computer Science Education. Conf. Series 1013.

Partnership for 21st Century Skills. (2019). Framework for 21st Century Learning, Partnership for 21st century learning. Retrieved from http://static.battelleforkids.org/documents/p21/ P21_Framework_Brief.pdf

Quillin, K. & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. Life Sciences Education. Vol. 14, 1-16

Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order Thinking Skills. Journal of Education and Practice. Vol. 7, No. 24.

Rhedana, I. W. (2019.) Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1): 2239-2253.

Saptono, S., Isnaeni, W., Sukaesih, S. 2017. Undergraduate Student’s Mental Model of Cell Biology. Jurnal Pendidikan IPA Indonesia. Vol.6, No.1: 145-152

Sreelohor, T., Jakpeng, S., & Chaijaroen, S. (2022). The Framework of Development of Constructivist Learning Environment Model to Changing Misconceptions in Science for High School Students. 195–200. https://doi.org/10.1007/978-3-031-15273-3_22

Tzeng, J. Y., & Schwen, T. M. (2003). Mental Representation-Based Task Analysis for Analyzing Value-Laden Performance. Educational Technology Research and Development.

Varela, B., Sesto, V., & García-Rodeja, I. (2018). 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.

Wijaya, E., Sudjimat, D. , dan Nyoto, A. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia Di Era Global. Prosiding Seminar Nasional Pendidikan Matematika 2016, Vol.1.

Zhao, F., Schnotz, W., Wagner, I., & Gaschler, R. (2020). Texts and pictures serve different functions in conjoint mental model construction and adaptation. Memory and Cognition, 48(1), 69–82. https://doi.org/10.3758/s13421-019-00962-0.




DOI: http://dx.doi.org/10.21043/thabiea.v6i1.16117

Refbacks

  • There are currently no refbacks.