JPII 6 (1) (2017) 145-152 Jurnal Pendidikan IPA Indonesia http://journal.unnes.ac.id/index.php/jpii UNDERGRADUATE STUDENTS’ MENTAL MODEL OF CELL BIOLOGY S. Saptono*, W. Isnaeni, S. Sukaesih Biology Department, FMIPA, Universitas Negeri Semarang, Indonesia DOI: 10.15294/jpii.v6i1.9603 Accepted: February 27 th 2017. Approved: March 23 th 2017. Published: 30 th April 2017 ABSTRACT A descriptive study of future teacher students’ mental models of essential concepts in Cell Biology was carried out through explanatory mixed-methods. Some students (n=40) of Biology Education Universitas Negeri Sema- rang were involved as the research subject. We used a diagnostic test, structured interview guides, and field notes to describe students’ mental model. In the early stage, we prepare a diagnostic test performed essential concepts of Cell Biology. Secondly, we define students’ mental models map based on their answers. Thirdly, we identify factors which affect students’ mental models. Exploration of mental models was conducted through structured interviews with students representing each category. The interview focused on reasoning and argumentation students’ abilities in answering the question on the test item. The research finding describes that students’ mental model in Cell Biology is grouped into three categories, macro-mental to think based of basic content, micro- mental in correlation of content, and intuitive-mental or misconception. This finding can be used in improving research-based learning in Cell Biology. © 2017 Science Education Study Program FMIPA UNNES Semarang Keywords: cell biology; mental model; undergraduate students INTRODUCTION One aspect was the focus of many research studies in science education is reform of science teaching as a learning process of science content and science learning as training and retention process of science content. This idea suggests that science learning process should pay more attenti- on to students understanding science content. In this regard, explicitly American Association for the Advancement of Science/AAAS (2009) sug- gested that science learning should prioritize te- aching for understanding. Indicator of teaching for understanding successfully is students’ ability in a wide range of thinking and reasoning, like how to explain, collecting evidence, providing an example, ana- lyzing, making analogy and reasoning, and app- lying scientific concepts in new situations (Gre- ca& Moreira, 2000; Janssen, et al. 2009; Fry & Marshall, 2008; Johnson-Laird, 2010; Macbeth, et al., 2014). As an implication, the learning pro- cess in higher education should switch to higher order learning scheme (Fry & Marshall, 2008, Khasanah, et al., 2016). Higher order learning emphasizes on students understanding and cre- ativity, such as being able to comprehend and construct knowledge based on facts, analyze the connection between knowledge with other rele- vant knowledge. Learning in science has a very important role in concepts understanding, application of concepts, analytical thinking, and develop stu- dents’ insights about daily life phenomena. The process of phenomena understanding in science has a positive contribution to reasoning ability development. Science learning process in college cannot be reached only by rote information, but it must be supported by logical reasoning and ana- *Alamat korespondensi: E-mail: sigit_biounnes@mail.unnes.ac.id