Visual reading strategies and its relation to plant morphology comprehension of senior high school students

Abstract

One of several factors that influence students’ successfully to uunderstanding the various concepts contained in the diagram is the use of effective visual reading strategies. The results of previous studies prove that students’ comprehension of the diagram is still low, although diagrams are often used to facilitate students in understanding concepts. This was a descriptive study involving 20 high school students in Bandung. The research aims to analyze the relation between visual comprehension strategies and students comprehension toward plant morphology diagrams. The students were asked to analyze the morphological diagram of magnoliophyte plants for 15 minutes. The strategies emerge from students will be analyzed and categorized into low-level strategies, high-level strategies, and metacognitive strategies Then the students will be given questions to measure the level of comprehension after learning a morphological diagram of magnoliophyta plants. The results showed that many students did a more low-level strategy that tends to memorize, to rereads diagrams, and to text signaling. It suits to the level of student’s comprehension about plant morphology that is still in the low category. The outcome shows that knowledge of plant morphology possessed by high school students was still at the level of memorization.