Understanding Photosynthesis Videos: Students’ Visual-Spatial Ability and Cognitive Activities in

Senior High School

Authors :
Tari Rezky Ayunda
Adi Rahmat – Sariwulan Diana

BIOLOGY EDUCATION PROGRAMME

SCHOOL OF POSTGRADUATE, UNIVERSITAS PENDIDIKAN INDONESIA
2019
Contains
Introduction

Experimental details

Result and discussion

Summary

Acknowledgements

2
 Introduction
Let’s start with the first set of slides
Introduction

Difficult
Considered
Abstract

Because

Difficult to show
Photosynthesis experimentaly

necessary
Visual representation Such as : video, picture, flows diagram

4
Introduction

Students’ understanding level are increases while

using video than the static visual media

Previous study

But, the fact shown that mostly students are only

able to absorb basic information from the video

5
Introduction

Factors in understanding video

Visual-spatial ability
: the ability to identify, discover, and think about objects and
adjust themselves in the formation, inspection, transformation,
management of images, even without visual stimuliation

Cognitive activity
: a series of cognitive processes carried out by someone when
solving a problem

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Introduction

Factors in understanding video

Visual-spatial ability

Importan to observe

Improve instructional
Cognitive activity design

7
Introduction

• There have been no study yet which explain how students' visual-spatial abilities and
cognitive activity while studying photosynthesis video.

• Therefore, in this study we will further analyze how the role and patterns of interaction
between visual-spatial abilities and cognitive activities of students while studying videos of
photosynthesis.
Experimental Detail
Experimental Detail

Partisipant

• Ten students in grade tweleve were participated in this study, which taken by
convenience sampling.

• These students come from two private senior high schools in Bandung. Students who
participate were around 17-18 years old.
Experimental Detail

Instrument

• Mental Rotation Test

Rotation 3150 clockwise, then reflect!

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Experimental Detail

Instrument

• Paper Folding Test

A B C D E

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Experimental Detail

Instrument

• Think Aloud Method Protocol

- The Think Aloud Method protocol itself is an instrument for collecting

cognitive activity data that appears when students observe videos of
photosynthesis.

- Cognitive activity data is collected based on verbal reports expressed

by students when observing videos. Every cognitive activity that
appears will also be calculated the frequency of its appearance

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Experimental Detail

Procedure

• Participants will be tested for visual-

spatial abilities using the Mental
Rotation Test and Paper Folding Test
first.

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Experimental Detail

Procedure

• After carrying out this test students will

then be shown a video of photosynthesis
which has been designed and adjusted to
the criteria of a good video.

• Each student is given a time limit in

viewing videos for 30 minutes. Students
are guided to express whatever they
think of their own sentences, both
verbally and non-verbally.

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Experimental Detail

Procedure

• Furthermore, all students' verbal

statements are recorded and analyzed
descriptively using TAP coding to see
the details of activities that arise when
students learn photosynthesis video.

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Result and Discussion
Result and Discussion

Students’ Visual-Spatial Ability

80% 50%
60% 40% 40%
60% 40%
30%
40% 30% 20%
20%
20% 10% 10%
0% 0%
High Medium Low High Medium Low

(a)a b
(b)
FIGURE 3. Students’ visual-spatial ability (a) Mental Rotation Test, (b) Paper Folding Test
Result and Discussion

Students’ Visual-Spatial Ability

• The MRT results illustrate that the majority of students have medium, and low visual-spatial
abilities. Its mean that students who participted in this study, have a sufficient ability in
image rotation.

• Furthermore, the results of measurements with PFT indicate that generally students have
high abilities both in spatial visualization.

• This means that, in general, students do not experience significant difficulties in

understanding information in the form of visual media.
Result and Discussion
Students’ cognitive activity
TABLE 2. Student cognitive activity when studying photosynthesis videos
Categories
Activating prior knowledge
Identifying images
Example Statements Ʃ
"I remember this was a light reaction, my teacher 8
explained this too quickly ..."
“I know photosynthetic reactions, they have two
sets of reactions ..."
“I have studied this reaction, there were dark
reactions and light reactions in this process ..."
“I know this shape, this is hydogens ion….” 10
“ Why oxygen always look like this one…”
Result and Discussion
Students’ cognitive activity
TABLE 2. Student cognitive activity when studying photosynthesis videos

Categories Example Statements Ʃ

Interpreting symbols “Well, I know this part is green because it has 8
chlorophyll ..."
"Um, I'm not sure if this is the place where energy
was formed ..."
“Oh yeah, I always seeing this one, that were the
placed which produce carbohydrat…”
Hypothesizing “Umm well, the photosynthesis processes will not 4
occur without the presence of light…”
Result and Discussion
Students’ cognitive activity
TABLE 2. Student cognitive activity when studying photosynthesis videos

Categories Example Statements Ʃ

Inferring “Light reactions will produce NADPH and ATP which will be 6
used in the next process ..."
“Light reactions consist of photolysis reactions, and the
formation of NADPH and ATP reactions ... "
“This part of reactions (calvin cycle) consist of three part,
carbon fixation, reduction, and regenation..”
Ʃ 36
Result and Discussion
Students’ cognitive activity

*K1 : activating prior knowledge,

K2 : identifying images,
K3 : interpreting symbols,
K4 : hypothesizing,
K5 : inferring

FIGURE 4. Percentage of students’ cognitive activity in studying photosynthesis.

Result and Discussion
Students’ cognitive activity
• The activity of recalling prior knowledge appeared with a fairly good number, this was
different from previous study which showed that only about 3.4% do this recalling activity
after studiying diagrams.

• This finding shown us that video is a fairly good way in generating essential activities that
establish recalling prior knowledge.

• Another finding is, students tend to have difficulty in remembering the scientific names
contained on the video so that the use of videos should be accompanied with explanations
and affirmations by the teacher, especially on important scientific concepts and terms.
Result and Discussion
Relation Between Students’ Visual-Spatial Ability and Cognitive Activities
• The analysis of visual-spatial abilities and cognitive activity shown that, there were two
patterns of relationships that emerge.

• (1) Students with high visual-spatial abilities tend to show the five variations of cognitive
activity when studying photosynthetic videos, (2) Students with low visual-spatial abilities
are only able to bring up 2 cognitive activities.

• The five cognitive activities that appear in the first pattern indicate continuity and relevance.

• When students learn videos of photosynthesis, they will first identify the images that appear
on the video, then they will recall their previous knowledge.
Result and Discussion
Relation Between Students’ Visual-Spatial Ability and Cognitive Activities
• Students with good visual-spatial abilities will be able to carry out the meaning of the
image, then inference slowly, and the highest stage is hypothesize what they have
witnessed.

• Students with a second pattern, generally only able to identify images in a simple way and
recall previous knowledge inaccurately. This is because students with low visual-spatial
abilities have small visuospatial sketches [16]. In addition most students with low visual-
spatial abilities have problems in combining kinematics or movement elements [17].

• Therefore visual-spatial abilities play an important role in the emergence of variations in

cognitive activity when studying videos.
Summary
Summary

• Based on the results of research on ten high school students in Bandung, it is known that :

• Visual-spatial abilities play a role in the emergence of variations in students' cognitive

activities when studying photosynthesis. Students with high visual-spatial abilities are
generally able to bring up the five variations of cognitive activity when studying the videos ,
they were

• (1) prior knowledge, (2) identifying images, (3) interpreting symbols, (4) hypothesizing, and
(5) inferring.

• While students with low spatial visual abilities are only able to bring up two variations of
cognitive activity only
THANKS!
ANY QUESTIONS?
You can find me at:
▪ tarirezkyayunda@upi.edu

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