Deskripsi Model Mental Peserta Didik pada Materi Termokimia Kelas XI SMAN 2 Padang Description of Students’ Mental Models on Thermochemistry Material in Grade XI at SMAN 2 Padang
Article Sidebar
Page Numbers:
1204-1216
Digital Object Identifier:
10.58578/masaliq.v6i3.9964
Viewed: 58 times
Downloaded: 33 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:
Farah Nalsha Laila Putri1*, 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 Competency Test (TKA) indicates that students’ understanding of chemistry concepts remains suboptimal, particularly in abstract topics such as thermochemistry, which may lead to the formation of mental models that are inconsistent with scientific concepts. This study aimed to describe students’ mental models in thermochemistry as a basis for evaluation in improving the quality of Grade XI chemistry learning at SMAN 2 Padang. This study used a qualitative approach with a descriptive design, involving 30 students selected through random sampling. Data were collected using an essay test instrument that had been validated by experts with an Aiken’s V coefficient of 0.903, and were then analyzed descriptively and qualitatively based on the alignment of students’ answers with scientific concepts. The results showed that students’ mental models were still dominated by the Initial Model and Synthesis Model categories, while the Scientific Model category remained relatively low. Students still experienced misconceptions, particularly in distinguishing between system and surroundings, understanding the direction of heat transfer, and connecting macroscopic, submicroscopic, and symbolic representations. These findings indicate that students’ understanding remains at an initial stage to a transitional stage toward scientific understanding. Thus, this study contributes to mapping the profile of students’ mental models in thermochemistry and serves as a basis for developing more effective chemistry learning strategies through a multiple-representation approach and the use of visual media to help students develop mental models toward the Scientific Model category.
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
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Assma, S., Fadhilah, R., & Hadiarti, D. (2018). Pengembangan Modul Pembelajaran Kimia Berbasis Multipel Representasi pada Materi Stoikiometri Kelas X SMAN 01 Rasau Jaya. Ar-Razi Jurnal Ilmiah, 6(1), 40–50. https://doi.org/10.29406/arz.v6i1.940
Dewi, K. M., Suja, I. W., & Sastrawidana, I. D. K. (2018). Model Mental Siswa tentang Termokimia. Jurnal Pendidikan Kimia Undiksha, 2(2), 45–52. https://doi.org/10.23887/jjpk.v2i2.21165
Hakim, E., Astafani, A., & Resmawati, R. F. (2024). Systematic Review Faktor-Faktor Kesulitan Belajar Materi Kimia. Jurnal Inovasi Pendidikan Kimia, 18(2), 81–88. https://doi.org/10.15294/qm1ym619
Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge 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, 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. https://sersc.org/journals/index.php/IJAST/issue/view/283
Kementerian Pendidikan Dasar dan Menengah. (2025). Hasil Tes Kemampuan Akademik 2025. Badan Standar, Kurikulum, dan Asesmen Pendidikan. https://tka.kemendikdasmen.go.id/hasiltka/
Khasanah, N., Wartono, W., & Yuliati, L. (2016). Analysis of mental model of students using isomorphic problems in dynamics of rotational motion topic. Jurnal Pendidikan IPA Indonesia, 5(2), 186–191. https://doi.org/10.15294/jpii.v5i2.5921
Kurnaz, M. A., & Emen, A. Y. (2014). Student mental models related to expansion and contraction. Acta Didactica Napocensia, 7(1), 59–67. https://padi.psiedu.ubbcluj.ro/adn/article_7_1_6.pdf
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
Pikoli, M., Sukertini, K., & Isa, I. (2022). Analisis Model Mental Siswa dalam Mentransformasikan Konsep Laju Reaksi melalui Multipel Representasi. Jambura Journal of Educational Chemistry, 4(1), 8–12. https://doi.org/10.34312/jjec.v4i1.13515
Roghdah, S. J., Zammi, M., & Mardhiya, J. (2021). Pengembangan Four-Tier Multiple Choice Diagnostic Test untuk Mengetahui Tingkat Pemahaman Konsep Peserta Didik pada Materi Termokimia. Phenomenon: Jurnal Pendidikan MIPA, 11(1), 57–74. https://doi.org/10.21580/phen.2021.11.1.8573
Sabekti, A. W., & Khoirunnisa, F. (2018). Penggunaan Rasch Model untuk Mengembangkan Instrumen Pengukuran Kemampuan Berpikir Kritis Siswa pada Topik Ikatan Kimia. Jurnal Zarah, 6(2), 68–75. https://doi.org/10.31629/zarah.v6i2.724
Sadia, I. W. (2014). Model-model pembelajaran sains konstruktivistik. Graha Ilmu.
Serhan, M., Sprowls, M., Jackemeyer, D., Long, M., Perez, I. D., Maret, W., Tao, N., & Forzani, E. (2019). Total iron measurement in human serum with a smartphone. In 2019 AIChE Annual Meeting (AIChE Annual Meeting, Conference Proceedings; Vol. 2019-November). American Institute of Chemical Engineers. https://asu.elsevierpure.com/en/publications/total-iron-measurement-in-human-serum-with-a-smartphone/
Setiawan, N. C. E., Sulistina, O., Habiddin, H., & Pavita, R. (2021). Pengembangan Media Pembelajaran Berbasis Android untuk Memfasilitasi Kebutuhan Pembelajaran Multiple Representation. Hydrogen: Jurnal Kependidikan Kimia, 9(1), 38–48. https://doi.org/10.33394/hjkk.v9i1.3801
Sudarmin, S., Pujiastuti, R. S. E., Asyhar, R., Prasetya, A. T., Diliarosta, S., & Ariyatun, A. (2023). Chemistry project-based learning for secondary metabolite course with ethno-STEM approach to improve students’ conservation and entrepreneurial character in the 21st century. Journal of Technology and Science Education, 13(1), 393–409. https://doi.org/10.3926/jotse.1792
Supriadi, S., Ibnu, S., & Yahmin, Y. (2018). Analisis Model Mental Mahasiswa Pendidikan Kimia dalam Memahami Berbagai Jenis Reaksi Kimia. Jurnal Pijar MIPA, 13(1), 1–5. https://doi.org/10.29303/jpm.v13i1.433
Yoni, A. A. S., Suja, I. W., & Karyasa, I. W. (2018). Profil Model Mental Siswa SMA Kelas X tentang Konsep-Konsep Dasar Kimia pada Kurikulum Sains SMP. Jurnal Pendidikan Kimia Indonesia, 2(2), 64–69. https://doi.org/10.23887/jpk.v2i2.16616