Analyze mental model of prospective chemistry teachers with chemical representation teaching material based on 8E cycle learning model

Abstract

A mental model of students is their cognitive reflection of a phenomenon. However, mental models are components that are difficult to be internalized naturally by teachers so that teachers are considered unsuccessful in learning science. This study aimed to analyze the mental models of prospective teachers on colloidal material through chemistry learning resources developed in a valid, practical, and effective manner. The research method was Research & Development (R&D) using the ADDIE (Analysis, Design, Develop, Evaluate) model. Chemistry Education students were the main target of this development product's feasibility test, where teaching materials are based on the 8E cycle model and with the concept of chemical representation. Data collection techniques used were test techniques, documentation, observation, questionnaires, and interviews. The data analysis technique uses descriptive statistics, which were then interpreted through a scientific explanation. The instruments used were cognitive tests, observation sheets, validation sheets, participant response questionnaires, 8E model-based thoughtful analysis test, where these instruments were an essential part of the analysis conducted. The initial sample to find out the extent of their mental models which were then used as a reference for the next feasibility test. The results showed that the chemical teaching material based on the 8E cycle model developed was declared valid, practical, and useful/effective. Even though their mental model effectiveness is considered low, they begin to adapt to the concepts applied, especially learning based on particulate level, because constructing knowledge by representation is a significant component of learning chemistry. The conclusions were that chemical teaching materials based on the 8E cycle learning model with the concept of representation impact the construction of students' mental models. This concept dramatically facilitates them in interpreting the material, and this research can be a reference and renewal in chemistry learning.