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All Journal JBIO: jurnal biosains (the journal of biosciences) BIOLINK (Jurnal Biologi Lingkungan, Industri, Kesehatan) Floribunda Jurnal Media Informatika Jurnal Edukasi Biologi Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu
HANDAYANI, DINA
Program Studi Biologi, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Medan, Sumatera Utara
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Immunology & microbiology Mathematics Medicine & Pharmacology Physics Social Sciences

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Exploring students’ conceptual understanding and cognitive processes in human anatomy learning in the Biology Education Program Universitas Negeri Medan Rahmad H. Gultom; Aristo Hardinata; Dina Handayani; Shofia Lubis; Nanda Pratiwi
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.28029

Abstract

Human anatomy learning in biology education often faces challenges, including difficulties with 3D spatial visualization, high cognitive load, and persistent misconceptions in topics such as the digestive, circulatory, and respiratory systems, which contribute to low conceptual understanding. Although previous studies have identified these learning difficulties, limited research has examined the relationship between students’ conceptual understanding and cognitive processes in anatomy learning, particularly in Biology Education programs in Indonesia. This preliminary study aims to analyze the conceptual understanding and cognitive processes of Biology Education students at Universitas Negeri Medan using an exploratory mixed-methods approach involving 60 students from semesters 4–6. Data were collected through a two-tier diagnostic test (reliability = 0.85), think-aloud protocols based on the revised Bloom’s Taxonomy, classroom observations, and semi-structured interviews, and analyzed using SPSS 26. The findings show that most students were in the moderate and low categories of conceptual understanding, with cognitive processes dominated by lower- to mid-level skills (remembering 22%, understanding 30%) and limited higher-order thinking skills (HOTS). Misconceptions were found, including viewing enzyme function only as a metabolic process. Observations and interviews also revealed students’ dependence on rote memorization and passive learning. These findings highlight the need for adaptive, AI-based, and visually interactive anatomy learning to foster deeper understanding and support curriculum innovation in biology education.
Co-Authors Ade Yesi Yuliana Agnes Adela Br Ginting Aristo Hardinata CICIK SURIANI Dewi Azmi Hary Prakasa Marlinda Nilan Sari Rangkuti Mhd Yusuf Nasution Mutiara Zahra Nanda Pratiwi NUNIK SRI ARIYANTI Pulungan, Ahmad Shafwan S Rahmad H. Gultom Rezeqi, Salwa Shofia Lubis Tessa Togatorop Wina Dyah Puspita Sari, Wina Dyah Yusran Efendi Ritonga