Perubahan Struktur Konseptual Mahasiswa Pendidikan Biologi tentang Morfologi Daun dan Bunga berdasarkan Pictorial Representation

Sariwulan Diana, Puti Siswandari, Tri Suwandi, Amprasto Amprasto

Abstract

Observation skills in biology can be assessed through pictorial representation, which involves asking students to create drawings and add annotations to explain the observed objects. This technique provides insight into students' perceptions and conceptual understanding of biological objects. This study aims to identify students' conceptual changes regarding leaf and flower structures based on a pictorial representation test. This descriptive research involved 35 second-semester students from the Biology Education Program at the Indonesia University of Education, who enrolled in the Plant Morphology course in the even semester of the 2023/2024 academic year. The pictorial representation test was conducted for 15 minutes before and after the lectures (pre-test and post-test) using the inquiry learning model, focusing specifically on leaf and flower structure topics. The test results were evaluated by two lecturers using a mutually agreed-upon scoring guide. The data were analyzed descriptively using a conceptual change scheme from pre-test to post-test. The results showed that there were four patterns of conceptual structure changes identified from pictorial representation of leaf and flower morphology, namely: construction, static, revision, and complementation, while the disorientation pattern was only found in the pictorial representation of flower morphology. Almost half of the students (48.6%) experienced changes in conceptual structure with construction patterns in leaf and flower morphology content. The most dominant final category of concept mastery is good, which is 51.4% and 48.6%, respectively in leaf and flower morphology. In flower morphology, there was a greater increase in the very good category compared to leaf morphology, with a ratio of 25.7% and 14.3%. Apart from a number of students whose concept mastery did not change significantly (static) and one case of disorientation on the concept of flower morphology. Overall, the conceptual change scheme based on pictorial representation results can help to analyze the extent to which learning can improve concept mastery of leaf and flower morphology.

Keywords

Conceptual Structure Change; Pictorial Representation; Plant Morphology

Full Text:

PDF

References

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.

Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333(6046), 1096–1097. https://doi.org/10.1126/science.1204153

Buck, T., Bruchmann, I., Zumstein, P., & Drees, C. (2019). Just a small bunch of flowers: The botanical knowledge of students and the positive effects of courses in plant identification at German universities. PeerJ, 2019(3), 1–23. https://doi.org/10.7717/peerj.6581

Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (2012). The Ontological Shift and Conceptual Change in Learning. Cognitive Science, 29(5), 716–742.

Dempsey, B. C., & Betz, B. J. (2001). Biological drawing: A scientific tool for learning. American Biology Teacher, 63(4), 271–279. https://doi.org/10.1662/0002-7685(2001)063[0271:bdastf]2.0.co;2

Diana, S. (2016). Pengaruh Penerapan Strategi Peer Assisted Learning (PAL) terhadap Kemampuan Literasi Sains Mahasiswa dalam Perkuliahan Morfologi Tumbuhan. Jurnal Pengajaran MIPA, 21(1), 82–91.

Diana, S., Rustaman, N., Redjeki, S., & Iriawati. (2008). Pemberdayaan Asisten Praktikum Morfologi Tumbuhan untuk Melaksanakan Peer Assisted Learning (PAL) Ditinjau dari Taksonomi Baru Marzano. 188–198.

Gabdulhaeva, B. B., Zhakupov, M. K., Darzhuman, G. K., Kabieva, S. Z., & Baidalinova, B. A. (2014). The course “Morphology of Plants” as means of activization of students-biologists’s self-education. Life Science Journal, 5(11), 267–271.

Gilbert, J. K. (2008). Visualisation: An emergent field of practice and enquiry in science education. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 3-24). Springer.

Halverson, K. L. (2009). Investigating the Development and Use of Phylogenetic. In Doctor (Issue July).

Kiviluoma, T. (2021). Identifying Misconceptions and Conceptual Change of Undergraduate Biology Students During Their First Academic Year.

Kristianti, T., Widodo, A., & Suhandono, S. (2019). the Conceptual Change Assessment Based on Essay Questions in Case Study of Dna/Rna and Intron Topics. Jppipa, 4(1), 31–37. http://journal.unesa.ac.id/index.php/jppipa

Maskour, L., Alami, A., Zaki, M., & Agorram, B. (2019). Plant classification knowledge and misconceptions among university students in morocco. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010048

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

Smith, K. G., & Paradise, C. J. (2022). Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses. Ecology and Evolution, 12(12), 1–15. https://doi.org/10.1002/ece3.9644

Stagg, B. C., & Dillon, J. (2022). Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020). Plants People Planet, 4(6), 579–592. https://doi.org/10.1002/ppp3.10323

Stagg, B. C., & Verde, M. F. (2019). A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge. Journal of Biological Education, 53(1), 63–78. https://doi.org/10.1080/00219266.2017.1420683

Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological, and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297–328.

Ültanır, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in dewey, piaget, and

montessori. International Journal of Instruction, 5(2), 195–212.

Wilson, R. E., & Bradbury, L. U. (2016). The pedagogical potential of drawing and writing in a primary science multimodal unit. International Journal of Science Education, 38(17), 2621–2641. https://doi.org/10.1080/09500693.2016.1255369

Yoshida, T. (2018). Module 3: SDG 15 – Life on Land (Issue April). https://sustainabledevelopment.un.org/content/unosd/documents/4053Module 3 SDG 15_ Tetsuro Yoshida (IGES).pdf.

Refbacks

  • There are currently no refbacks.