Undergraduate Students’ Mental Model of Cell Biology

Saptono, Sigit; Isnaeni, Wiwi; Sukaesih, Sri

doi:10.15294/jpii.v6i1.9603

Cited by 5 publications

(4 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The interaction of these modes can take the form of different meanings. Sometimes, different modes can carry the same meaning, have different meanings, and sometimes even be contradictory (Saptono et al, 2017). An example of conflicting information provided by different modes is the representation of cell size.…”

Section: Resultsmentioning

confidence: 99%

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

Windyariani,

Sabilla,

Ramdhan

et al. 2023

JPII

View full text Add to dashboard Cite

This study aims to determine the level of mental representation of seventh-grade junior high school students in cell concepts. The research method used was the explanatory sequential mix method with 60 research subjects. The instruments used in this research were the Mental Diagnostic Test (MDT), which consists of a reasoned true and false test, a symbolic test, and an imaging test. Based on the results obtained from the answers to the MDT instrument, it can be seen that the levels of mental representations are categorized into Initial mental representation, Intermediate mental representation 1, Intermediate mental representation 2, Consensus representation, and Target representation. The results show that on the MDT instrument, the average student is included in the intuition and experience mental model. The level of the mental representations of male students is higher than that of female students. The mental representation of the initial level, intermediate 1, and the target in male and female students have the same level; the difference occurs at the intermediate level 2 and consensus. Male students (30%) have higher intermediate level 2 than female students (20%). Furthermore, there are 10% male students and no female students at the consensus level. This research concludes that the information level profile of mental representation is identified as having the type of intuition and experience.

show abstract

Section: Resultsmentioning

confidence: 99%

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

Windyariani,

Sabilla,

Ramdhan

et al. 2023

JPII

View full text Add to dashboard Cite

show abstract

“…Meanwhile, Kinchin et al (2000) present a concept map that can show what knowledge students have and describe how that knowledge is structured in students' minds. Interview results can provide a more realistic picture of the differences in student understanding (Saptono et al, 2017). Through interviews, students' difficulties and lack of understanding can be explored in more detail.…”

Section: Similarity Between Students' and Expert Mental Modelmentioning

confidence: 99%

Analysis of high school student’s mental model on fungi: Representation of students' conceptions

Hamdiyati

Rahman²,

Sulaeman³

2022

Biosfer

View full text Add to dashboard Cite

Learning biology requires complete knowledge in understanding it, as well as in fungi. Lack of understanding of a concept, difficulty in finding relationships between concepts, and lack of teachers’ understanding are the main causes of misconceptions which can be represented through mental models. This study aims to analyze students' mental models of fungi through drawing and writing tests (DW), concept maps, interviews, and questionnaires. Using descriptive analysis, researchers use qualitative analysis and interpretation to support the quantitative results. A total of 30 students of grade 10 were given a test. The results showed that the level of students' mental models on the fungi structure was at the level of D3 W3 (46.43%) or wrong/irrelevant answers and fungi reproductive was the level of D3 W2 (17.85%) or partially correct drawing and irrelevant writing. On concept maps, as many as 60.71% of students were at emergent level and the other students were at the transitional level. Most of the answers in the interviews showed agreement with the results shown in the quantitative tests, while the questionnaires indicated the learning experiences and difficulties that students encountered in learning the functions. The conclusion of this study shows that the mental model of students on fungi is still not close to the mental model of experts.

show abstract

“…mental didefinisikan sebagai menggambarkan model mental sebagai representasi internal yang dibangun oleh seseorang untuk memberikan penjelasan rasional tentang fenomena pengalaman untuk menghasilkan konsep yang lebih sederhana, memberikan dukungan untuk simulasi dan visualisasi juga memberikan penjelasan untuk fenomena dan dapat diekspresikan melalui interpretasi individu ilmiah (Greca dan Moreira, 2000, Coll, 2009, Saptono et al, 2017. Interpretasi dapat didasarkan pada interaksi dengan lingkungan, memori individu, hasil belajar diagram individu, atau informasi pada artikel Model mental merupakan penggambaran, ideide personal, atau representasi internal seorang individu tentang suatu fenomena, suatu kumpulan ide-ide atau konsep.…”

Section: Modelunclassified

Changing of Student's Mental Model About Virus Through Microbiology Course Program Based on Mental Model

et al. 2018

View full text Add to dashboard Cite

This study aims to analyze changes in mental models of students on the subject of the virus through mental model based-microbiology course. The research method is pre-experiment with one-group pretest-posttest design. Respondents of this research consists of 5 semester students of Biology education program at UPI Biology Education Department of 39 students. The mental model based-microbiology course consists of several stages (syntax). The mental modeling instrument uses concept maps, while the students' perceptions of the lecture program use a closed and open questionnaire. Data obtained in the form of concept maps before and after lectures on the subject of the virus. Concept maps are then analyzed by reference concept map. Quantitative data of the concept map is converted into qualitative data to determine the level of mental model, namely: emergent = score 1, transitional = score 2, close to extended = score 3, and complete (extended) = score 4. Questionnaire about the research program shows the change of mental model level on the subject of the virus before the implementation of the mental model based-microbiology course. is at emergent and transition level. After the implementation of the mental model based-microbiology course is at the transitional level and close to extended. This indicates an increase in the level of mental models of students through the mental model based-microbiology course.

show abstract

Undergraduate Students’ Mental Model of Cell Biology

Cited by 5 publications

References 24 publications

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

Analysis of high school student’s mental model on fungi: Representation of students' conceptions

Changing of Student's Mental Model About Virus Through Microbiology Course Program Based on Mental Model

Contact Info

Product

Resources

About