Exploring Students’ Mental Models of Photosynthesis: A Five-Tier Diagnostic Case Study in Senior High School
DOI:
https://doi.org/10.32332/al-jahiz.v7i1.11212Keywords:
Case study, Mental models, Misconception, Photosynthesis, Students understandingAbstract
Understanding students’ mental models is essential to identify conceptual and representational challenges in learning intricate biological processes such as photosynthesis. This study explores senior high school students’ mental models of photosynthesis using a five-tier open-ended diagnostic test that integrates conceptual and visual understanding. A qualitative case study was conducted with 27 students in Bandung, Indonesia. The results revealed that only 22.8% of students demonstrated scientific understanding of the light reaction, and just 16.0% did so for the dark reaction. The majority of students exhibited initial or synthetic models, indicating fragmented knowledge, misconceptions, and difficulties in depicting key photosynthesis processes. Visualization results further highlighted students’ limited ability to construct accurate scientific representations, especially for the dark reaction. These findings suggest a need for model-based teaching strategies, multimodal representations, and formative assessments to enhance students’ conceptual and visual understanding of photosynthesis.
References
Ahzari, S., & Fitri, N. C. (2025). The use of diagnostic assessment in high school physics learning : a systematic literature review from 2020-2024. 12(1), 50–57. https://doi.org/10.12928/jrkpf.v12i1.880
Akçay, S. (2017). Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal of Biological Education, 51(1), 52–65. https://doi.org/10.1080/00219266.2016.1170067
Almualimah, V. A., Fadly, W., & Tumennasan, M. (2024). Understanding the Solution-Making Ability of Senior High School Students in Solving Photosynthesis Problems. 10(4), 1586–1598. https://doi.org/10.29303/jppipa.v10i4.7340
Altan Kurnaz, M., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Kuram ve Uygulamada Egitim Bilimleri, 15(3), 787–795. https://doi.org/10.12738/estp.2015.3.2526
Ayunda, T. R., Rahmat, A., & Diana, S. (2019). Understanding photosynthesis videos: Students’ visual-spatial ability and cognitive activities in senior high school. AIP Conference Proceedings, 2120(October). https://doi.org/10.1063/1.5115713
Balabanoff, M. E., Haiyan, A. F., Shikshya, B., Archer, H., & and Moon, A. C. (2020). An exploration of chemistry students’ conceptions of light and light-matter interactions in the context of the photoelectric effect. International Journal of Science Education, 42(6), 861–881. https://doi.org/10.1080/09500693.2020.1736358
Barrutia, O., & Díez, J. R. (2021). 7 to 13-year-old students’ conceptual understanding of plant nutrition: should we be concerned about elementary teachers’ instruction? Journal of Biological Education, 55(2), 196–216. https://doi.org/10.1080/00219266.2019.1679655
Conrad, D., & and Libarkin, J. C. (2022). Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education, 70(2), 262–277. https://doi.org/10.1080/10899995.2021.1983941
Dauer, J. T., Bergan-Roller, H. E., King, G. P., Kjose, M. K., Galt, N. J., & Helikar, T. (2019). Changes in students’ mental models from computational modeling of gene regulatory networks. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0193-0
De Andrade, V. F., Freire, S., & Baptista, M. (2020). Constructing Scientific Explanations for Chemical Phenomena through Drawings among 8th-grade Students. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), 1–13. https://doi.org/10.29333/ejmste/9614
de Freitas Zômpero, A., & Laburú, C. E. (2016). SIGNIFICADOS DE FOTOSSÍNTESE APROPRIADOS POR ALUNOS DO ENSINO FUNDAMENTAL A PARTIR DE UMA ATIVIDADE INVESTIGATIVA MEDIADA POR MULTIMODOS DE REPRESENTAÇÃO. https://api.semanticscholar.org/CorpusID:204342806
Diana, S. (2019). Implementation of jigsaw cooperative learning to improve students’ analyze competency of metabolism concept. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022094
Diana, S., Arafah, D. N., & Rahmat, A. (2021). Penerapan Strategi Think-Read-Group-Share-Reflect (TRGSR) untuk Melatih Kemampuan Literasi Fisiologi Abad 21 Siswa. Prosiding Seminar Nasional Biologi, 21, 1–11. https://semnas.biologi.fmipa.unp.ac.id/index.php/prosiding/article/view/143
Didik, L. A., Wahyudi, M., & Kafrawi, M. (2020). Identifikasi Miskonsepsi dan Tingkat Pemahaman Mahasiswa Tadris Fisika pada Materi Listrik Dinamis Menggunakan 3-Tier Diagnostic Test. Journal of Natural Science and Integration, 3(2), 128. https://doi.org/10.24014/jnsi.v3i2.9911
Eriksson, A., Gericke, N., & Olsson, D. (2023). Fotosyntesundervisning 2 . 0 : Kraftfull kunskap och en vidgad syn på fotosyntesundervisning. 17(2), 79–98.
Georgiou, Y. (2023). Fostering Chemistry Students ’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning ( SSIBL ).
Holtrop, J. S., Scherer, L. D., Matlock, D. D., Glasgow, R. E., & Green, L. A. (2021). The Importance of Mental Models in Implementation Science. 9(July). https://doi.org/10.3389/fpubh.2021.680316
Jančaříková, K., & Jančařík, A. (2022). How to Teach Photosynthesis? A Review of Academic Research. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013529
Körhasan, N. D. (2021). Investigation of the Interaction of Students’ Mental Models with Peer Instructional Elements in an Undergraduate Physics Course. Science Education International, 32(3), 220–230. https://doi.org/10.33828/sei.v32.i3.5
Körhasan, N. D., Erýlmaz, A., & Erkoç, Ş. (2015). The influence of instructional interactions on students’ mental models about the quantization of physical observables: A modern physics course case. European Journal of Physics, 37(1). https://doi.org/10.1088/0143-0807/37/1/015701
Kurnaz, M. A., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Kuram ve Uygulamada Egitim Bilimleri, 15(3), 787–795. https://doi.org/10.12738/estp.2015.3.2526
Lian, L. H., & Peng, P. Y. (2021). A diagnosis of students’ misconceptions of photosynthesis and plant respiration. Asia Pacific Journal of Educators and Education, 36(1), 155–176. https://doi.org/10.21315/apjee2021.36.1.9
Lim, H. L., & Poo, Y. P. (2021). Diagnostic test to assess misconceptions on photosynthesis and plant respiration: Is it valid and reliable? Jurnal Pendidikan IPA Indonesia, 10(2), 241–252. https://doi.org/10.15294/jpii.v10i2.26944
Liu, S.-C. (2021). Using drawings to examine undergraduate students’ mental models of the greenhouse effect: a factor analysis approach. International Journal of Science Education, 43(18), 2996–3017. https://doi.org/10.1080/09500693.2021.2004466
Machshunah, A. A., & Yuliani. (2019). Students’ Misconception Profile on Photosynthesis and Plant Respiration by Using Three-Tier Multiple Choice Diagnostic Test. Berkala Ilmiah Pendidikan Biologi, 8(2), 201–207. http://ejournal.unesa.ac.id/index.php/bioedu
Métioui, A., Fathi, M., & and Trudel, L. (2016). The Teaching of Photosynthesis in Secondary School: A History of the Science Approach. Journal of Biological Education, 50(3), 275–289. https://doi.org/10.1080/00219266.2015.1085427
Morgan, Sonya J, Pullon, Susan R H, Macdonald, Lindsay M, McKinlay, Eileen M, & Gray, Ben V. (2016). Case Study Observational Research: A Framework for Conducting Case Study Research Where Observation Data Are the Focus. Qualitative Health Research, 27(7), 1060–1068. https://doi.org/10.1177/1049732316649160
Nurahman, A. A., & Susantini, E. (2022). Analysis and Remediation of Student Misconceptions Using P2OC2R-Based Learning Model on Fungi Materials in Senior High School. Journal of Biology Education, 11(2), 220–231.
Park, J., Jina, C., Kok-Sing, T., David F., T., & and Won, M. (2020). Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation. International Journal of Science Education, 42(5), 677–702. https://doi.org/10.1080/09500693.2020.1724351
Radanović, I., Garavsić, D., Lukvsa, Ž., Ristić-Dedić, Z., Jokić, B., & Perić, M. S. (2015). Understanding of photosynthesis concepts related to students’ age. https://api.semanticscholar.org/CorpusID:152123415
Rusydiana, E., Yuliani, & Raharjo. (2016). BioEdu BioEdu. 3(3), 571–579.
Stephen, V. P., Shalini, J. F., & Relton, A. J. (2015). Case study: an effictive tool in qualitative research method – a social science approach. ZENITH International Journal of Multidisciplinary Research, 5, 15–23. https://api.semanticscholar.org/CorpusID:218447497
Teig, N., Scherer, R., & Kjærnsli, M. (2020). Identifying patterns of students’ performance on simulated inquiry tasks using PISA 2015 log-file data. Journal of Research in Science Teaching, 57(9), 1400–1429. https://doi.org/https://doi.org/10.1002/tea.21657
Triani, E., & Fahlani, I. (2024). FIVE-TIER FORMAT MISCONCEPTION DIAGNOSTIC INSTRUMENT: SYSTEMATIC LITERATURE REVIEW. EduFisika: Jurnal Pendidikan Fisika, 9(3 SE-Articles), 313–321. https://doi.org/10.59052/edufisika.v9i3.38725
Ubben, M. S., & Bitzenbauer, P. (2022). Two Cognitive Dimensions of Students’ Mental Models in Science: Fidelity of Gestalt and Functional Fidelity. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030163
Uchinokura, S. (2020). Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing. International Journal of Science Education, 42(18), 3003–3025. https://doi.org/10.1080/09500693.2020.1849854
van Ments, L., & Treur, J. (2021). Reflections on dynamics, adaptation and control: A cognitive architecture for mental models. Cognitive Systems Research, 70, 1–9. https://doi.org/https://doi.org/10.1016/j.cogsys.2021.06.004
Vančugovienė, V., McMullen, J., Lehtinen, E., & Södervik, I. (n.d.). Exploring individual differences in photosynthesis and respiration knowledge in the context of green plants. Journal of Biological Education, 1–20. https://doi.org/10.1080/00219266.2023.2293762
Vančugovienė, V., Södervik, I., Lehtinen, E., & McMullen, J. (2024). Individual differences in secondary school students’ conceptual knowledge: Latent profile analysis of biology concepts. Learning and Individual Differences, 111, 102436. https://doi.org/https://doi.org/10.1016/j.lindif.2024.102436
Vosniadou, S. (2020). Students’ Misconceptions and Science Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.965
Wardah, A. C., & Wiyarsi, A. (2020). A systematic review: How are mental model of chemistry concepts? Universal Journal of Educational Research, 8(2), 332–345. https://doi.org/10.13189/ujer.2020.080202
Wenning, C. J., & Vieyra, R. E. (6 C.E.). Alternative Conceptions. In C. J. Wenning & R. E. Vieyra (Eds.), Teaching High School Physics: Interacting with Physics Students (Vol. 2, p. 0). AIP Publishing LLC. https://doi.org/10.1063/9780735422018_007
Wilson, R. E., & and Bradbury, L. U. (2021). Assessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction. International Journal of Science Education, 43(8), 1341–1364. https://doi.org/10.1080/09500693.2021.1909774
Zangori, L., Peel, A., Kinslow, A., Friedrichsen, P., & Sadler, T. D. (2017). Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit. Journal of Research in Science Teaching, 54(10), 1249–1273. https://doi.org/https://doi.org/10.1002/tea.21404
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Alfyn Abdan Nurahman, Ari Widodo, Sariwulan Diana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
