Literature Study on Concepts of Reproductive System for

Undergraduate Students

Safira Permata Dewi

, Djunaidah Zen and Maefa Eka Haryani

Universitas Sriwijaya, Jalan Raya Palembang-Prabumulih, Inderalaya, Indonesia

Keywords: Diagnostic test, reproduction system, undergraduate student.

Abstract: This study aimed to analyze needed to make a diagnostic test in reproductive system. First step is analysis of

the concept. Analysis of the reproductive system concept aimed to find important concepts that must be taught

to students at the undergraduate level. Concept selection refers to students' cognitive level. In addition,

literature studies are also conducted on three research results that examine students' prior knowledge of the

reproductive system. The results of the literature study on the handbook are known to have seven main

concepts that are important to teach. Each main concept has sub concepts and supporting sub-concepts. While

the results of a literature study from previous research show that the concept of gametogenesis and

menstruation is often found to lack of knowledge and even misconceptions. Results of this study can be used

to develop diagnostic tests for reproductive system topic to determine students' prior knowledge of

undergraduate level.

1 INTRODUCTION

Teaching and Education Faculty students have a great

opportunity to be used as agents of renewal which

will help develop the next generation, because in

essence, students who are prospective teachers will

return to society and devote their knowledge to the

progress of the nation. Before these prospective

teachers use the knowledge they have, it must be

ensured that their knowledge and understanding of

the concept is correct, so that prospective teachers are

expected to distance students from misconceptions

that can occur. What can be done to prevent the

occurrence of misconceptions before learning begins

is to do a diagnostic test.

Various types of tests were developed to evaluate

the learning process that has taken place. Even so, the

test was also carried out at the beginning of learning

known as a diagnostic test. Diagnostic tests aim to

determine students' initial understanding before

learning is done (Gruel & Eryilmaz, 2015, Cimer,

2014). Diagnostic tests conducted before learning is

carried out are also useful to determine the extent of

misconceptions that occur in students (Keles & Kefeli

2010; Schaffer, 2013).

The results of this diagnostic test can also help

teachers in determining learning strategies and

choosing the right learning approach. The ease of

transfer of knowledge after a diagnostic test is done

can help teachers provide various information about

concepts that are difficult for students, determine the

initial concepts taught, and develop strategies so that

learning objectives can be achieved easily or help

teachers create heterogeneous learning groups

(Ameyaw, 2016; Hailikari et al., 2008; Yaghmour et.

al., 2016). All the benefits of diagnostic tests not only

have an impact on the ease of the learning process that

will be carried out but also the learning outcomes of

students.

Diagnostic tests have been developed in various

forms of tests. One of the diagnostic tests developed

was a three-tier test diagnostic test. The three-tier test

is a diagnostic test that not only can detect student

engagement, but also misconceptions and students

who do not understand the concepts of Gruel &

Aryilmaz, 2015; Kibulut & Geban, 2014; Schaffer,

2013). Diagnostic tests using the three-tier test form

have three levels of questions consisting of student

concept knowledge, understanding student concepts,

and the level of student confidence in solving the

given problem (Kutluay, 2005). Student knowledge is

seen from giving questions to test concept

knowledge, student understanding seen from student

answers in choosing reasons, and student confidence

level seen from choice of confidence level.

Identifying student understanding will greatly help

Saﬁra Permata Dewi, ., Zen, D. and Eka Haryani, M.

Literature Study on Concepts of Reproductive System for Undergraduate Students.

DOI: 10.5220/0009996700002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 221-225

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

221

facilitate the learning that will be done if given to

difficult materials.

Students have understanding about many

concepts in human body (Prokop & Fancovicova,

2006). The results of research conducted by

Chaniarosi (2014) show that misconceptions in

reproductive system material not only occur in

students but also misconceptions in teachers.

Chaniarosi explained that misconceptions were

identified in almost every sub-concept, but in the sub-

concept of menstruation the percentage of

misconceptions was greater than other sub-concepts.

Pertiwi and Salirawati (2014) explained that the high

misconception that occurs in this material is due to

the many myths that exist in the community which is

one of the factors causing students' misconception.

The description of the situation indicates that

diagnostic tests on reproductive system material are

important to be made to identify understanding of

prospective science teacher students.

The development of diagnostic tests conducted

aims to produce diagnostic test instruments. The

diagnostic tests that have been developed can then be

used to simplify the learning activities that will be

carried out in determining the learning strategies,

approaches, and learning models that will be used for

learning for prospective science teacher students.

2 METHODOLOGY

2.1 Research Method

The research carried out is a literature study to obtain

an overview of the needs that researchers must have

before developing research instruments on three-tier

test diagnostic tests. The literature review carried out

is part of the Treagust (2006) framework in

developing question instruments. This literature study

only follows two steps from the three steps proposed

by Treagust in developing diagnostic test

instruments. The stages of literature review are

carried out.

The first stage is to identify the concepts to be

taught. Identify important concepts in the material

developed based on the Campbell Biology Handbook

(Urry, et.al. 2017).

The second stage is to collect data from the

literature relating to the concept of related material.

The data from the literature are then adjusted to

identify important concepts that have been made. The

literature that used in this research was three past

research conducted by Andrej & Rebeka (2017),

Ramadhani (2016), and Chaniarosi (2014).

2.2 Data Analysis

The data obtained from each stage of the study were

then analyzed descriptively. The data obtained

include:

a. Analysis results of the concept identification of

the handbook.

b. The results of the identification analysis of

concepts that must be emphasized from the analysis

of previous researches.

3 RESULTS

Identify concepts that have been carried out based on

the Biology handbook by Urry (2017). The results of

the identification of concepts that have been carried

out indicate that there are seven main concepts that

are important to be understood by students. The

concepts are detailed with sub concepts. Sub concepts

have several supporting sub concepts to clarify the

existing sub concepts. Each concept and number of

sub concepts are described in Table 1.

Table 1: Main concepts and number of important sub-

concepts in reproductive system material.

No. Main Concepts

Numb

er of

Sub-

conce

1. Animal reproduction consists of

sexual reproduction and asexual

roduction

2. Fertilization is the fusion between

sperm and ovum that occurs

internally or externall

3. Reproductive organs in men consist

of external and internal

roductive or

ans

4. Reproductive organs in women

consist of external and internal

reproductive organs

5. Gametogenesis is the process of

gamete formation

6. Mammalian reproduction is

controlled by hormones produced in

the hypothalamus, anterior

ituitary, and gonads

7. In placental mammals, the embryo

will develop in the mother's uterus

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Table 2: Review of research results about the concept of

reproductive system material.

No. Research N Concept

1. Andrej &

Rebeka

(2017)

310 1 Definition of

reproduction

2 Difference between

sexual and asexual

reproduction

3 Meiotic division in

gametogenesis

4 Female

reproductive organs

5 Male reproductive

organs

6 Fertilization

7 Embryo

development in the uterus

8 Sex determination

9 Placenta

2. Ramadhani,

et al. (2016)

50 1 Structure and

function of the organ of

the reproductive system

2 Gametogenesis

3 Menstruation

4 Fertilization,

pregnancy and childbirth

5 Contraception

3. Chaniarosi

(2014)

8 1 Ovulation

2 Menstruation

Note: N = Number of sample.

The search for the results of research that has been

done about prior knowledge about reproductive

system material aims to delve deeper into concepts

and sub concepts which are still often misconceptions

or concepts that are not understood. This

identification is carried out on three research results

(Andrej & Rebeka, 2017; Ramadhani et al., 2016; and

Chaniarosi, 2014). The results of the identification are

presented in Table 2.

4 DISCUSSION

Concept analysis is done to find out what concepts

need to be emphasized before the diagnostic test

instrument is made. The analysis of this concept is

based on the simplest science teacher handbook, the

Biology book (Urry, 2017). This book contains all

biological concepts considering that science teachers

are required to be able to teach the concepts of physics

and biology in junior high schools. The analysis of the

concepts carried out can then be chosen to be taught

to students by considering cognitive abilities at the

age level of prospective science teacher students.

Lutz & Huitt (2004) explain that cognitive abilities of

prospective science teacher students are included in

the fourth phase of Piaget's theory. In this fourth

phase, it is assumed that all prospective science

teacher students have been able to enter formal

operations characterized by the ability of students to

use logical symbols on abstract concepts. Based on

these cognitive abilities, it is determined that there are

seven main concepts that are important to be taught

to prospective science teacher students.

First, animal reproduction consists of sexual and

asexual reproduction. Sub concepts that include sub

concepts of the definition of sexual reproduction;

asexual reproduction; and the reproductive cycle that

is influenced by seasons and hormones. In the sub-

concept of the definition of sexual reproduction,

including male and female gametes, living things

hermaphrodite, and the diversity that results from

ongoing sexual reproduction. The concept of asexual

reproduction is translated into the concepts of self-

division, fragmentation and parthenogenesis. In the

sub concepts of factors that affect reproduction

include the reproductive cycle, the effect of

temperature and climate on reproduction, and

ovulation in the middle of the reproductive cycle. The

sub concept of the definition of reproduction and

differences in sexual and asexual reproduction is one

of the sub concepts that need to be studied more

deeply on diagnostic tests. The results of a study

conducted by Andrej & Rebeka (2017) show that

there is still a lack of knowledge of test participants

regarding this concept. Andrej & Rebeka revealed

that only 13% of the test participants had good

conceptual understanding of the questionnaire given

to the sample.

Second concept is fertilization. The concept of

fertilization is supported by sub concepts of external

reproduction, internal reproduction, and sexual

reproduction in individuals. Sub supporting concepts

for asexual reproduction include the criteria for the

occurrence of external fertility that occurs outside the

body of the organism and the chemical signals

released to carry out external reproduction. The

emphasis on understanding the sub-concepts of

external reproduction is one of the topics asked in the

research conducted by Andrej & Rebeka (2017). The

results of this study indicate that 45.5% of the test

participants still showed a lack of understanding of

the concept. Supporting sub concepts for internal

fertilization include adaptations made by organisms

to carry out internal fertilization and release of

pheromones which affect physiology and behaviour.

While the sub concepts of sexual reproduction in

individuals include sub concepts supporting cell

division in the formation of gametes, reproductive

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organs and reproductive glands that make up the

reproductive system, modifications to the

reproductive system of various types of animal

groups.

Third, the male reproductive organs consist of sub

concepts of external reproductive organs, internal

reproductive organs, and accessory glands. The sub-

concepts of the external reproductive organs include

the structure of the penile structure, physiological

erectile tissue, and factors that affect erectile

dysfunction. Sub concepts of male internal organs

include gonads as sperm producers, development of

testicles, and various kinds of reproductive tracts. Sub

concept of accessory gland consists of seminal

vesicles, prostate gland, and bulboretra gland. The

concept of male reproductive organs is also still found

lack of understanding of concepts both from the

results of research conducted by Andrej & Rebeka

(2017) and Ramadhani (2016). Andrej & Rebeka

(2017) describe male reproductive organs that are still

difficult to understand including Scrotum, Vas

deferens, prostate gland, epididymis, seminal

vesicles, urethra, and bulboretra glands. The seminal

vesicles, urethra and bulboretra glands are organs that

have a very high failure rate of understanding,

reaching 97-100%. While the penis and testis are

reproductive organs that have a very high level of

understanding (± 74%).

Fourth, reproductive organs in women include the

sub concepts of external reproductive organs, internal

reproductive organs, and mammary glands. The

structure of the labia mayora, labia minora and other

supporting reproductive organs is included in the

study of this sub concept. The sub concepts of internal

reproductive organs include the structure of the

ovaries, fallopian tubes, uterus, cervix, vagina, and

the mechanism of ovulation. The sub concept of the

mammary gland is defined as the structure and

function of the mammary gland itself. In this concept

also still found difficulties in understanding the

concept. Andrej & Rebeka (2017) explain the

conceptual understanding relating to the ovary,

fallopian tube, uterus, labia majora, labia minora,

cervix, clitoris and vestibular gland is still very low

(51-100%). Ramadhani et al. (2016) suggested that

the lack of understanding of concepts related to the

structure and function of reproductive organs was due

to the high use of intuition to answer the questions

given.

Fifth concept is gametogenesis consists of the

concepts of mitotic division and meiosis,

spermatogenesis and oogenesis. The sub concepts

supporting spermatogenesis include the stages of

sperm formation as the end result of spermatogenesis,

while the supporting sub concepts in oogenesis

include the stages of ovum formation, polar bodies,

the role of hormones in the development of ovum

formation. The concept of gametogenesis is one of the

concepts examined more deeply by Andrej & Rebeka

(2017), Ramadhani et al. (2016) and Chaniarosi

(2014). Andrej & Rebeka (2017) and Ramadhani

(2016) agree that this concept is still found to be low

in understanding of test participants. However,

research conducted by Chaniarosi (2014) illustrates

the opposite. Chaniarosi stated that the understanding

of the test participants on this concept was very good

(82.74%).

Sixth, the hormonal concept that controls all

physiological processes that occur in the reproductive

system, including the role of the hypothalamus in

producing GnRH and the role of FSH and LH in

sperm formation, the uterine cycle and the ovarian

cycle that are affected by hormones. The role of the

hypothalamus in producing GnRH is explained in

supporting sub concepts with respect to FSH and LH

that stimulate the formation of sex hormones, sex

hormones, and the role of sex hormones in women

and men. Sub concepts regarding the role of FSH and

LH in sperm formation are explained by supporting

sub concepts related to the role of sertoli cells and

leydig cells in producing other reproductive

hormones. While the sub concepts of the uterine cycle

and ovarian cycle are described in supporting sub-

concepts regarding the stages of the uterine cycle and

ovarian cycle, the role of hormones in the uterine and

ovarian cycles and the oestrous cycle in the primate.

The uterine cycle explains the process of

menstruation that is related to the ovarian cycle (Urry

et al., 2017). The sub-concept of menstruation is one

of the known concepts that still show a lack of

understanding of the concepts of the test participants

(Chaniarosi, 2014, Ramadhani et al., 2016). Only

37.5% of the test participants were known to

understand the concept well.

Seventh, the final concept of plastered mammals

and embryonic development are explained in the sub-

concept of fertility, embryo development in the

uterus, birth process and contraception. The sub-

concepts of fertilization include the development of

zygotes and embryos. Students are still identified as

having difficulties in understanding the concept of

fertilization; this can be seen from the question of sex

determinants for babies to be born (57.7%)

(Ramadhani et al., 2016). The concept of embryo

development is explained through supporting sub-

concepts regarding the stages of embryonic

development that occur in three trimesters, hormonal

regulation, and the physiological processes of the

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fetus while still in the uterus. The birth process is

described in a supporting sub-concept regarding

hormonal regulation that stimulates contractions until

the baby and placenta are removed. Sub concept of

contraception is elaborated in supporting sub-

concepts including the objectives, methods and

various types of contraceptives that have been

developed. The sub-concepts relating to fertilization,

pregnancy and childbirth still tend towards a lack of

understanding of concepts possessed by test

participants

(Ramadhani et al., 2016). As many as

15.87% of the test participants were identified to

understand the concept, while the rest still

experienced misconceptions, did not know the

concept or just guessed.

5 CONCLUSION

The literature study conducted shows that there are

seven important concepts in the material of the human

reproductive system. Each of these main concepts is

explained in supporting concepts and supporting sub

concepts. The lowest understanding of student

concepts occurs in the concept of gametogenesis and

pregnancy. This shows the importance of diagnostic

tests to improve the efficiency of the learning process

that takes place.

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