Deskripsi Model Mental Peserta Didik pada Materi Struktur Atom Fase E SMAN 1 Kubung Description of Students’ Mental Models on Atomic Structure Material in Phase E at SMAN 1 Kubung
Article Sidebar
Page Numbers:
1169-1179
Digital Object Identifier:
10.58578/masaliq.v6i3.9869
Viewed: 60 times
Downloaded: 54 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Putri Wulandari1, Dwi Finna Syolendra2*
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The low achievement in the 2025 senior high school Chemistry Academic Ability Test (TKA) indicates that students’ understanding of chemistry concepts remains suboptimal, particularly in abstract material such as atomic structure, which has the potential to form mental models that are not fully aligned with scientific concepts. This study aimed to describe students’ mental models on atomic structure material in Phase E at SMAN 1 Kubung. This study used a descriptive qualitative approach with 30 tenth-grade students as research subjects. Data were collected through essay tests and interviews. The test instrument was declared valid, with an Aiken’s V coefficient of 0.910. The results showed that students’ mental models were still dominated by the initial model and synthetic model categories, whereas the scientific model category remained relatively low. The interview results showed that students’ mental model patterns were generally consistent between written answers and oral explanations. These findings confirm that students’ mental models on atomic structure material are still at the initial stage to the transition stage toward scientific understanding. The implications of this study indicate the need for chemistry learning strategies that can help students build mental models that are more aligned with the scientific model, particularly in abstract atomic structure material.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Afrianis, N., & Ningsih, L. (2022). Analisis Kesulitan Belajar Siswa Pada Materi Struktur Atom. KONFIGURASI: Jurnal Pendidikan Kimia dan Terapan, 6(2), 102–108. https://doi.org/10.24014/konfigurasi.v6i2.18617
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–147. https://doi.org/10.1177/0013164485451012
Azizah, N. L., Mahardiani, L., & Yamtinah, S. (2022). Analisis Miskonsepsi dengan Tes Diagnostik Two-Tier Multiple Choice dan In-Depth Interview Pada Materi Asam Basa. Jurnal Pendidikan Kimia, 11(2), 168–177. https://jurnal.uns.ac.id/JPKim/article/view/60345
Harahap, I. P. P., & Novita, D. (2021). Identify misconception on reaction rate concept using four-tier multiple choice (4TMC) diagnostic test instrument. Journal of Chemistry Education Research, 5(1), 6–11. https://doi.org/10.26740/jcer.v5n1.p6-11
Hidayah, D., Rosmuliawati, A. S., & Warta, W. (2026). Pemanfaatan Tes Kemampuan Akademik dalam Meningkatkan Motivasi Belajar Peserta Didik Paket C di PKBM Bina Bangsa Purwakarta. Jurnal Indragiri Penelitian Multidisiplin, 6(1), 75–80. https://ejournal.indrainstitute.id/index.php/jipm/article/view/1470
Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Harvard University Press.
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Kania, V. I., Samsudin, A., Purwanto, M. G., Aminudin, A. H., Rasmitadila, Rachmadtullah, R., Jermsittiparsert, K., & Nurtanto, M. (2020). Multitier of Greenhouse Effect (MoGE) Instrument Development to Identify Middle School Students’ Mental Model in Thailand with Rasch Analysis. International Journal of Advanced Science and Technology, 29(7), 3223–3237.
Kemendikdasmen. (2025). Hasil Tes Kemampuan Akademik 2025. https://tka.kemendikdasmen.go.id/hasiltka/
Kurnaz, M. A., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Educational Sciences: Theory & Practice, 15(3), 787–796. https://doi.org/10.12738/estp.2015.3.2526
Laliyo, L. A. R., Hamdi, S., Pikoli, M., Abdullah, R., & Panigoro, C. (2021). Implementation of four-tier multiple-choice instruments based on the partial credit model in evaluating students’ learning progress. European Journal of Educational Research, 10(2), 825–840. https://doi.org/10.12973/eu-jer.10.2.825
Majid, A., & Suyono, S. (2018). Misconception analysis based on students mental model in atom structure materials. In Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018) (pp. 244–247). Atlantis Press. https://doi.org/10.2991/snk-18.2018.53
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Pidiana, D., & Azra, F. (2024). Penggunaan Tes Diagnostik Four-Tier Untuk Diagnosa Model Mental Siswa Pada Konsep Kesetimbangan Heterogen di SMAN 3 Padang. Jurnal Pendidikan Tambusai, 8(2), 28277–28286. https://jptam.org/index.php/jptam/article/view/18277
Rahmadani, S., & Azra, F. (2025). Student’s mental model using four-tier diagnostic test on acid-base. Journal of Educational Chemistry, 7(1), 29–42. https://doi.org/10.21580/jec.2025.7.1.24160
Supriadi, S., Ibnu, S., & Yahmin, Y. (2018). Analisis Model Mental Mahasiswa Pendidikan Kimia dalam Memahami Jenis Reaksi Kimia. Jurnal Pijar MIPA, 13(1), 1–5. https://doi.org/10.29303/jpm.v13i1.433