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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 · Vol. 7 No. 3 (2018) · pp. 302–311

DOI
10.15294/jpii.v7i3.14280
ISSN
2089-4392, 2339-1286
Published
2018-09-21
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

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 fifth-semester 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.

Keywords

Collaboration network of the authors

9 authors · 15 co-authorship links · 4 across different organisations

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  • Indonesia University of Education
  • North Carolina State University
  • Syarif Hidayatullah State Islamic University Jakarta
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Anna PermanasariIndonesia University of Education1
Jaka AfrianaAffiliation unknown1
Ibnu Saepul RohmanIndonesia University of Education1
Nuryani Yogipratama RustamanIndonesia University of Education1
Yanti HerlantiSyarif Hidayatullah State Islamic University Jakarta1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Changes in Prospective Biology Teachers’ Mental Model OF Virus through Drawing-Writing Test:  An Application of Mental Model-Based Microbiology Course</dc:title>
	<dc:creator>Hamdiyati, Y.</dc:creator>
	<dc:creator>Sudargo, F.</dc:creator>
	<dc:creator>Fitriani, A.</dc:creator>
	<dc:creator>Rachmatullah, A.</dc:creator>
	<dc:subject xml:lang="en-US">mental models, drawing-writing test, virus, biology education program, microbiology course</dc:subject>
	<dc:description xml:lang="en-US">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 fifth-semester 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.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2018-09-21</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/14280</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i3.14280</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 3 (2018): September 2018; 302-311</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/14280/8253</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/14280/2861</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/14280/2862</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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