Enhancing Students’ Self-Confidence through the Mordiscvein Learning Model in Plant Tissue Structure and Function Learning
Keywords:
Biology Learning, Mordiscvein Learning Model, Plant Tissue, Science Education, Self-Confidence
Abstract
Students’ self-confidence is a crucial affective factor in science learning because it influences their willingness to express ideas, make decisions, participate in discussions, and communicate scientific reasoning. However, preliminary observations in biology learning indicated that students’ self-confidence in the topic of plant tissue structure and function remained low, particularly in relation to belief in their own ability, independence in decision-making, positive self-concept, persistence, and courage to express opinions. This study aimed to examine the effect of the Mordiscvein learning model on students’ self-confidence in learning plant tissue structure and function. A quantitative approach with a quasi-experimental design was employed using a nonequivalent control group design. The participants were 66 eleventh-grade students at SMA Perintis 2 Bandar Lampung, consisting of 34 students in the experimental class taught using the Mordiscvein learning model and 32 students in the control class taught using Discovery Learning. Data were collected using a structured self-confidence questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an independent sample t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (86.50%) and N-Gain score (61.10%) than the control class, which obtained a mean posttest score of 67.25% and an N-Gain score of 39.44%. The independent sample t-test indicated a significant difference between the two groups, with t = 3.561, df = 52.418, and Sig. (2-tailed) = 0.001. The Cohen’s d value of 0.86 further indicated a large effect size. These findings demonstrate that the Mordiscvein learning model significantly improves students’ self-confidence in biology learning. The structured stages of Mordiscvein, including Opening Surprise, hypothesis construction, data publication, fact determination, and conclusion building, provide students with repeated opportunities to communicate, make decisions, collaborate, and express scientific ideas confidently. This study implies that Mordiscvein can be used as an alternative student-centered learning model to strengthen affective engagement and self-confidence in science education.
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References
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An Nuril Maulida Fauziah, Wasis, Ahmad Fauzi Hendratmoko, Mahdiannur, M. A., Mochammad Zumar Firdaus Ermawan, Suwandi, E., & Ratri, S. Y. (2024). Relationship Between Critical Thinking and Scientific Argumentation in Science Learning. Jurnal Pendidikan IPA Indonesia, 13(2). https://doi.org/10.15294/pwqxcp96
Ballance, O. J. (2024). Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL, 36(1), 58–71. https://doi.org/10.1017/S0958344023000162
Capili, B., & Anastasi, J. K. (2024). An Introduction to Types of Quasi-Experimental Designs. AJN, American Journal of Nursing, 124(11), 50–52. https://doi.org/10.1097/01.NAJ.0001081740.74815.20
Darmaji, D., Astalini, A., Kurniawan, D. A., & Triani, E. (2022). The effect of science process skills of students argumentation skills. Jurnal Inovasi Pendidikan IPA, 8(1), 78–88. https://doi.org/10.21831/jipi.v8i1.49224
Duschl, R., Avraamidou, L., & Azevedo, N. H. (2021). Data-Texts in the Sciences. Science & Education, 30(5), 1159–1181. https://doi.org/10.1007/s11191-021-00225-y
Fatmawati, K., Muhsinin, U., & Jati, M. A. (2025). Enhancing Questioning and Communication Skills in Elementary Science Learning: Challenges and Pedagogical Insights. Al-Bidayah : Jurnal Pendidikan Dasar Islam, 17(1), 187–211. https://doi.org/10.14421/al-bidayah.v17il.12121
Haka, N. B., Satiyo Putri, B., Hidayah, N., & Rakhmawati, I. (2025). Cultivating Scientific Literacy and Self-confidence through an Islamic-Oriented 9E Learning Cycle in Biology Education. Biosfer: Jurnal Tadris Biologi, 16(2), 183–199. https://doi.org/10.24042/biosfer.v16i2.28760
Handoko, A., Hidayah, N., Farhan Barata, M., Oktafiani, R., & Dwi Kesumawardani, A. (2024). Pengaruh Model Pembelajaran Auditory Intellectually Repetition terhadap Motivasi Belajar dan Kemampuan Berpikir Kritis Peserta Didik Kelas X Pada Mata Pelajaran Biologi. Jurnal Biogenerasi, 10(1), 490–499. https://doi.org/10.30605/biogenerasi.v10i1.4915
Hasim, E., Saleh, M., Suleman, D., & Bin Smith, M. (2023). Mengembangkan Kompetensi Guru melalui Penggunaan Model Pembelajaran Mordiscvein di Sekolah Dasar. Jurnal Pendidikan Masyarakat Dan Pengabdian, 03(2), 347–354.
Heinz, J., Enghag, M., Stuchlikova, I., Cakmakci, G., Peleg, R., & Baram-Tsabari, A. (2017). Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. Cultural Studies of Science Education, 12(3), 677–708. https://doi.org/10.1007/s11422-015-9704-6
Kaldaras, L., Akaeze, H., & Krajcik, J. (2021). Developing and validating Next Generation Science Standards
Laliyo, L. A. R., Utina, R., Husain, R., Umar, M. K., Katili, M. R., & Panigoro, C. (2023). Evaluating students’ ability in constructing scientific explanations on chemical phenomena. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2328. https://doi.org/10.29333/ejmste/13524
Li, H. (2025). Impact of collaborative learning on student engagement in college English programs: mediating effect of peer support and moderating role of group size. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1525192
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Maryani, Y., Prasetyorini, P., & Permana, I. (2021). Critical Thinking Skills of Junior High School Students in Science Learning. Scientiae Educatia, 10(1), 20. https://doi.org/10.24235/sc.educatia.v10i1.8034
McDonald, S., Huntington, B., & Allen, H. (2024). Students engage with and benefit from active learning when this is appropriately embedded in curriculum design. Open Scholarship of Teaching and Learning, 3(2). https://doi.org/10.56230/osotl.108
Mesci, G., Erdas-Kartal, E., & Yeşildağ-Hasançebi, F. (2025). The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy. Teaching and Teacher Education, 162, 105064. https://doi.org/10.1016/j.tate.2025.105064
Miharja, J., Fadila, N., & Survani, R. (2024). Relationship between Self-efficacy and Learning Motivation with Student Learning Outcomes on Endocrine System Material at La Tansa High School. Bioedunis Journal, 3(1), 29–40. https://doi.org/10.24952/bioedunis.v3i1.11479
Moore, B. A., & Wright, J. (2023). Constructing written scientific explanations: a conceptual analysis supporting diverse and exceptional middle- and high-school students in developing science disciplinary literacy. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1305464
Muhammad Ilyas, A., Dewi Nirmala, S., & Bolanle Raji-Ellams, Z. (2025). Transformation of student’s self-efficacy in science learning through the discovery learning model. EduStream: Jurnal Pendidikan Dasar, 9(2), 128–140. https://doi.org/10.26740/eds.v9n2.p128-140
Muqopi, S. S. Al, & Afriansyah, E. A. (2025). Self-Confidence in Mathematics: Voices of Indonesian Junior High Students. Plusminus: Jurnal Pendidikan Matematika, 5(2), 349–364. https://doi.org/10.31980/plusminus.v5i2.3066
National Research Council. (2012). A Framework for K-12 Science Education. National Academies Press. https://doi.org/10.17226/13165
Nelson, P. C., Matz, R. L., Bain, K., Fata-Hartley, C. L., & Cooper, M. M. (2023). Characterizing faculty motivation to implement three-dimensional learning. Disciplinary and Interdisciplinary Science Education Research, 5(1), 11. https://doi.org/10.1186/s43031-023-00079-0
Nugraha, T., Fuadah, U. S., Amalia, A., & Karso, K. (2020). Discovery Learning Application Using a Rope (Track A Line Idea) to Detect Critical Thinking Skills on Elementary School Students. Indonesian Journal of Primary Education, 4(2), 132–140. https://doi.org/10.17509/ijpe.v4i2.25087
Nurmala, Y. (2025). Analisis bibliometric : Model pembelajaran Mordiscvein. Jurnal Pendidikan Mediatama Edukasi, 4(3), 118–127.
OECD. (2023). PISA 2022 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en
OECD. (2024). PISA 2022 Results (Volume III). OECD Publishing. https://doi.org/10.1787/765ee8c2-en
Oktafiani, R., Kesumawardani, A. D., Saputra, Y. A., & Barata, M. F. (2025). Beyond Discovery Learning: The Impact of the Mordiscvein Model on Students’ Critical Thinking Skills in Biology. Journal of Education and Learning Mathematics Research (JELMaR), 6(1), 75–80. https://doi.org/10.37303/jelmar.v6i1.3831
Pols, C. F. J., Dekkers, P. J. J. M., & de Vries, M. J. (2021). What do they know? Investigating students’ ability to analyse experimental data in secondary physics education. International Journal of Science Education, 43(2), 274–297. https://doi.org/10.1080/09500693.2020.1865588
Pongpalilu, F. (2023). Using the Discovery Learning Model to Improve Student Learning Outcomes in Indonesian Language Instruction. East Asian Journal of Multidisciplinary Research, 2(11). https://doi.org/10.55927/eajmr.v2i11.7135
Rahmadani, R. A., & Rudyatmi, E. (2025). Development of Plant Bioplastic Learning Media Equipped with QR Codes to Improve Students’ Understanding of Biodiversity Material. Journal of Biology Education, 14(1), 61–68.
Rahmawati, Daud, F., & Bahri, A. (2024). The correlation between self-efficacy, self-confidence, and metacognitive skills on biology learning outcomes of student’s high school. Biosfer, 17(2), 473–484. https://doi.org/10.21009/biosferjpb.43918
Reality, A., & Learning, P. (2026). Integration of Local Wisdom into Problem-Based Books with Augmented Reality to Improve Students ’ Conservation Literacy. 13(1), 155–167.
Rohayati, R., Syihabuddin, S., Anshori, D., & Sastromiharjo, A. (2022). The Role of Argument-Based Science Inquiry Learning Model to Improve Scientific Argumentation Ability. Jurnal Pendidikan Progresif, 12(3), 1300–1310. https://doi.org/10.23960/jpp.v12.i3.202223
Saidil Mursali, Ika Nurani Dewi, Z. A. (2025). Development of instructional media based on direct observation images of epidermis and stomata of bougainvillea in plant anatomy learning. Journal of Biology Education Research, 6(1), 133–151.
Saleh, M., Abdullah, G., Hasim, E., & Katili, S. (2023). Implementasi Model Pembelajaran Mordiscvein di Era Merdeka Belajar di Sekolah Dasar. Dikmas: Jurnal Pendidikan Masyarakat Dan Pengabdian, 3(2), 339–346. http://dx.doi.org/10.37905/dikmas.3.2.339-346.2023
Saleh, M., Pomalato, S. W. D., Kandowangko, N. Y., Rumape, O., Isa, I., Utina, R., & Yusuf, F. M. (2022). The Effectiveness of Mordiscvein Learning Model to Enhance Student Learning Outcomes in Science Subject of IV Grade in Primary School in Limboto District, Gorontalo Regency. Journal of Learning and Development Studies, 2(2), 05–09. https://doi.org/10.32996/jlds.2022.2.2.2
Sari, E. N., & Subali, B. (2021). Profile composition of knowledge dimension in learning activities during the Covid-19 pandemic in structure and function of plant. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(3), 222–230. https://doi.org/10.22219/jpbi.v7i3.16208
Sarsale, J. S., & Langub, M. K. C. (2023). Effects of student-centered learning approaches towards interest in science. Journal of Research, Policy & Practice of Teachers & Teacher Education, 13(2), 73–85. https://doi.org/10.37134/jrpptte.vol13.2.5.2023
Seeratan, K. L., McElhaney, K. W., Mislevy, J., McGhee Jr, R., Conger, D., & Long, M. C. (2020). Measuring Students’ Ability to Engage in Scientific Inquiry: A New Instrument to Assess Data Analysis, Explanation, and Argumentation. Educational Assessment, 25(2), 112–135. https://doi.org/10.1080/10627197.2020.1756253
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Published
2025-05-22
How to Cite
Barata, M. F., & Agilliana, I. (2025). Enhancing Students’ Self-Confidence through the Mordiscvein Learning Model in Plant Tissue Structure and Function Learning. ISEJ : Indonesian Science Education Journal, 6(2), 30-45. https://doi.org/10.62159/isej.v6i2.2101
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Copyright (c) 2025 Muhammad Farhan Barata, Intan Agilliana
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