Students’ Mental Model in Understanding Chemical Bonding and Its Correlation with Chemistry Mindset

This study aims to describe the mental models of secondary school students and examine their relationship with the chemistry mindset. The research involved 122 secondary school students in the 10th, 11th, and 12th grades. Data were collected using a structured descriptive assessment and a chemistry mindset questionnaire. Students’ mental models were categorized according to Kurnaz and Eksi’s indicators, covering initial, synthetic, and scientific models. Meanwhile, the Chemistry Mindset Instrument employed the framework established by Santos et al. and categorized as fixed and growth mindsets. Pearson’s coefficient measures the correlation between the mental model and the chemistry mindset. This study finds that many of the students’ mental models fall into initial and synthetic categories, with only a small number in the scientific category. The proportion of students with the synthetic model peaks in the formation of ions at 63.11%, in the initial category of covalent bonding at 54.92%, and in the scientific category of coordinate covalent bonding at 18.85%. Furthermore, this study indicates a weak relationship between the mental model and the chemistry mindset. Students’ confidence during chemistry class influences this issue. Therefore, teachers are expected to select appropriate learning models to enhance students’ achievement and mindset toward chemistry.