Profil Motivasi Belajar Mahasiswa Calon Guru Kimia Dan Korelasinya Terhadap Model Mental

Wiji, Wiji; Liliasari, Liliasari; Sopandi, Wahyu; Martoprawiro, Muhammad A. K.

doi:10.18269/jpmipa.v19i2.465

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…The mental model is dynamic and sustainable, means that the mental model can be modified if there is new information inserted into the old mental model. This indicates mental model's nature of dynamic and sustainable (Wiji et al, 2014). Implementation of the modified Microbiology course on the subject of bacteria shows a change of mental model level from transitional to close to extended and extended (Hamdiyati et al, 2018).…”

Section: Levelmentioning

confidence: 86%

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Hamdiyati

Sudargo

Fitriani

et al. 2018

JPII

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The main goal of the present research was to analyze the prospective biology teachers' mental model about virus through the conduction of drawing-writing test on a modified model-based learning in a Microbiology course. The research method was quasi-experiment with pretest-posttest control group design. A total of eighty-one fifthsemester students separated into experiment and control group participated in the current study. The experiment class participated in a microbiology course-based mental model, in which the course program was developed by combining the constructivism learning stages and model-based learning framework featured with mental model, while the control class experienced course with conventional methods. A mental model test of drawing-writing of structure of viruses was employed as the main research instrument. The instrument also was featured with a rubric that is used to indicate the five levels of student's mental model. The main analysis was done through descriptive interpretation based on the frequency of higher levels of mental model showed by students in the different classes. Based on the results, there was no difference between students in experiment and control class in the pretest, which showed that most of the students in both class were concentrated in not higher than level D3 and W3 (partially correct drawing/writing). However, after an intervention, the experiment class showed a dramatically increase in the frequency of students mental model that belong to level D5/W5 (completely correct and complete drawing/writing), while the control group was found stagnant concentrated in the level D3/W3. The results are discussed with the connection to the advantages of Microbiology course-based mental model in student's conceptual change and the use of drawing-writing test in capturing changes in student's mental model about scientific concepts.

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Section: Levelmentioning

confidence: 86%

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Hamdiyati

Sudargo

Fitriani

et al. 2018

JPII

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“…Hasil penelitian menunjukkan bahwa penalaran proporsional memiliki skor rata-rata yang paling tinggi (M = 1,07) sedangkan penalaran probabilitas memiliki skor rata-rata paling rendah (M = 0,13). (Wiji et al, 2014) menunjukkan hasil penelitian yang sama yaitu skor penalaran proporsional paling tinggi dan skor terendah pada penalaran probabilitas. Hasil penelitian sama juga ditemukan pada Fah (2009) yang menunjukkan bahwa skor penalaran proporsional paling tinggi dan skor terendah pada penalaran probabilitas.…”

Section: Pembahasanunclassified

Identifikasi Kemampuan Berpikir Logis Mahasiswa Calon Guru Fisika Menggunakan Instrument TOLT

Rahmawati

Kurniawan

Nur

2021

J. Pendidik. Fis. Teknol.

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This study aimed to identify the type of reasoning and the level of prospective physics teacher students’ logical thinking ability. This type of research was a field study with a quantitative descriptive method. The test was the technique used in collecting data of this study. The instrument used in this study was the standard test like Test of Logical Thinking (TOLT). This test consists of 10 questions that measured five types of reasoning, namely proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and combination reasoning. The level of logical thinking ability was distinguished into concrete, transitional, and formal thinking operational. The sample of this study was students of physics teacher candidates at the first-year level, totaling 30 students. All of data was analyzed by quantitative descriptive. In general, students tend to the type of proportional reasoning and controlling variables and less on probabilistic reasoning. Based on the level of logical thinking ability, the results showed that the percentage of 30 students who were in the concrete, transitional, and formal categories, respectively, were 30%, 30%, and 60%. This data becomes the basis for consideration in the development of learning models and learning assessments used in lectures, especially in Department of Physics Education in one of the University in Makassar city, so that they are able to contribute to the development of students' level of logical thinking skills as a provision for the next life.

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“…Pandangan dalam perspektif lain tentang model mental juga dikemukakan oleh Ambrose & Lovett (2014) bahwa pengetahuan awal memegang peran yang sangat penting dalam pembelajaran, yang berarti bahwa pihak sekolah membutuhkan untuk menilai konten, keyakinan dan kemampuan siswa yang menyertai mereka dalam belajar dan menggunakan informasi tersebut sebagai dasar bagi pembelajaran yang baru dan juga kesempatan untuk menginterversi pada saat isi pengetahuan tidak tepat atau belum memadai, kemampuan belum sepenuhnya berkembang, dan keyakinan yang mengganggu perilaku belajar yang produktif. Model mental berguna untuk memberikan alasan, menjelaskan, memprediksi, menguji ide baru dan menyelesaikan suatu masalah (Wiji et al, 2014). Pada umumnya, model mental seseorang dapat diselidiki melalui interpretasi model yang mereka ungkapkan maupun penjelasan verbal.…”

Section: Pendahuluanunclassified

Profil model mental siswa sekolah menengah atas tentang konsep sel

Agustina

Rahman

Hamdiyati

2020

Assim. Indo. J. Bio. Edu.

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The concept of cell is one of material that is quite complicated because it contains abstract concepts such as cell organelles and the mechanism of transport of substances. This study aims to identify the mental models of high school students about the concept of cells represented in written, oral, and picture forms. The method used is descriptive method. In this research, the method use to find mental model of senior high school studets in cells subject. The students are given diagnostic test, as multiple choice, visual test, and oral test which used as students’ mental model parameter. Majority grade XI students of science in senior high school have scientific model, in other words written ideas which refer to the concept with scientific understanding or have basic theory. It can be find in the result: 40% scentific for writing test, 53% scientific for oral test, and 40% scientific for drawing test. Whereas, grade XI students of science in private high school, the students have experience model which shows from their reprecentation which based on analogy. It can be find in the result: 42% experience for writing test, 57% experience for oral test, and 42% experience for drawing test.

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Profil Motivasi Belajar Mahasiswa Calon Guru Kimia Dan Korelasinya Terhadap Model Mental

Cited by 3 publications

References 4 publications

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test: An Application of Mental Model-Based Microbiology Course

Identifikasi Kemampuan Berpikir Logis Mahasiswa Calon Guru Fisika Menggunakan Instrument TOLT

Profil model mental siswa sekolah menengah atas tentang konsep sel

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