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The aim of this study was to determine the achievement of the mental model of high school students after attending regular teaching with their teacher who examined the concept of electromotive force (emf). The approach used by the teacher when examining the concept of emf is a traditional approach that has the characteristics: teacher-centered, passive students, and uses the information method. The mental model categories reviewed in this research included: scientific mental models, synthetic mental models and initial mental models. The method used in this study is descriptive quantitative. The number of research subjects was 40 students consisting of 24 female and 16 male, in one of the high schools in the West Bandung district of West Java province. Data were collected by conceptual understanding test in the essay form related to the concept of emf. The results showed that the percentage of students in each category of mental models after follow teaching with traditional approaches were: scientific mental model (0%), synthetic mental model (55%), and initial mental model (45%). These results describe that the use of the traditional approach in emf concept teaching does not support the achievement of the category of scientific mental models. There is no gender bias in the achievement of each category of mental models