Using concept maps to describe undergraduate students’ mental model in microbiology course

Hamdiyati, Yanti; Sudargo, Fransisca; Redjeki, Sri; Fitriani, Ayu

doi:10.1088/1742-6596/1013/1/012014

Cited by 9 publications

(5 citation statements)

References 10 publications

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“…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). Level W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 D1 0 0 0 0 0 0 0 0 0 0 D2 0 3 0 0 0 0 1 1 0 0 D3 0 1 2 5 0 0 14 19 2 0 D4 1 0 3 3 5 0 1 2 0 0 D5 0 0 0 6 10 0 0 1 1 0 D = Drawing, W = Writing Figure 3 tells some examples of the students' drawing results at the mental model level 2, 3, 4, and 5.…”

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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“…The research instrument used to measure students' mental models was to use a drawingwriting test and concept maps (Hamdiyati et al, 2018a, Hamdiyati et al, 2018b, Hamdiyati et al, 2018c.…”

Section: Instrumentmentioning

confidence: 99%

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

Hamdiyati

Rahman

Rahmawati

2023

thabiea

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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.

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“…Propositions are two or more concepts that are connected by words in semantic units. Concept maps are top-down diagrams that show relationships between concepts, including cross-links between concepts and examples, and show systematic relationships between related subconcepts [34]. The use of the concept maps makes students more systematic in learning [35].…”

Section: Improvement In the Composition Of Course Materialsmentioning

confidence: 99%

Improving Student’s Communication Skills Through Remad Cocoper Strategies Based on Lesson Study and Appreciative Inquiry in Quantitative Research Methodology Course

Susilo¹,

Sudrajat²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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The purpose of this study is to improve the quality of quantitative research methodology courses. This type of research is a mixed method. Qualitative data analysis is used to describe the improvements made in learning processes. Meanwhile, quantitative data analysis is used to find out the improvement of student communication skills. The sample used in this study was 36 Masters of Biology Education at Universitas Negeri Malang who took quantitative research methodology courses in odd semester 2019/2020. Improvements made include students not being asked to prepare papers, students making reflective essays and uploading it on Edmodo, improving quality of critical analysis articles through the use of FAKA (Article Critical Analysis Format), improvement in the use of learning tools there are Concept Maps or Mind Maps and Concept Map presentations at the beginning of the course and Mind Maps at the end of courses, and there is an improvement in the composition of course material. Communication skills data collection is done by looking at the activeness of students during the learning process by using a scoring rubric. The conclusion of this study is the results of improvements made can improve the quality of developing student communication skills. Communication skills are measured through the number of comments delivered both verbally in class and in writing through comments on Edmodo.

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Using concept maps to describe undergraduate students’ mental model in microbiology course

Cited by 9 publications

References 10 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

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

Improving Student’s Communication Skills Through Remad Cocoper Strategies Based on Lesson Study and Appreciative Inquiry in Quantitative Research Methodology Course

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