This article was written based on a unique consideration of the implementation of mind mapping in study groups as a strategy in the world of education, especially in the realm of education ...management. This study proposes a strategic framework that can help link learning services with study group counseling mind mapping. This research uses descriptive qualitative research method. The sources of data used in this research are primary and secondary. Mind mapping of group counseling To get a complete picture in this article, a qualitative approach is used. Research results in counseling services. Management functions include; planning, organizing, directing and controlling. Therefore, management is defined as the process of planning, organizing, leading, and controlling learning efforts. Mind mapping of study group counseling is an art in teacher skills to be applied in various fields, especially counseling guidance.
Online learning in the context of the pandemic and digital age demands innovation in learning approaches. The transformation from face-to-face learning directly (offline) to virtual face-to-face ...(online) raises concerns about declining student learning quality. The study responded to this challenge by designing a Canva-based animated e-mind mapping guide as an innovative solution to improve students' understanding of online learning. This research adopts the ASSURE model teaching material development design involving 111 students of the Faculty of Tarbiyah and Teacher Training IAIN Palopo. This guide is designed to meet the needs of students with kinesthetic and visual learning styles. Involving teaching material experts, learning media experts, course lecturers, and students, this research uses validation sheets, questionnaires, and learning outcome test instruments. Data analysis involves qualitative techniques, descriptive statistics, and inferential T-tests to measure differences in learning outcomes before and after using guidelines. The results showed that Canva-based animated e-mind mapping guides effectively improved student understanding. The validity of this guide was confirmed through positive evaluations from validators and positive feedback from students and lecturers. Student performance assessment and pretest-posttest tests support the effectiveness of this method in supporting the learning process. The success of this guide highlights the importance of innovation and adaptation in education in the digital age, creating engaging, interactive, and efficient learning. This research contributes to students' understanding of online learning and inspires other educational institutions to adopt similar approaches in addressing today's educational technology challenges.
The purpose of the service is to socialize the use of the mind-mapping learning model in social studies learning content. Method of implementation with lectures and discussions. Stages of ...implementation: preparation, implementation, and evaluation. Equipment: laptop, LCD projector, and consumption. Participants: school principals and teachers. Implementation results: the implementation of the socialization was successful through the provision of material on the use of mind mapping models and procedures for using mind mapping models. Implementation of socialization can provide a choice of solutions to solve problems in learning activities by applying the mind-mapping learning model. Socialization activities can facilitate increasing understanding of the use of learning models by educators of the Technical Implementation Unit of the Gili Anyar Bangkalan Public Elementary School Service.
Tujuan penelitian ini untuk mengetahui peningkatan hasil belajar IPA siswa kelas VI SD Negeri Totogan melalui penerapan metode Mind Mapping. Jenis penelitian ini adalah penelitian tindakan kelas ...dengan subjek penelitian siswa kelas VI SD Negeri Totogan yang berjumlah 24 siswa. Metode pengumpulan data yang digunakan alat ukur tes prestasi belajar fisika pada materi alat optik, dokumentasi, observasi dan wawancara. Penelitian ini menggunakan metode rancangan pretest-posttest design. Teknik analisis yang digunakan dalam penelitian ini adalah uji-t yaitu paired sample t-test dan independent sample t-test. Paired sample t-test digunakan untuk menguji perbedaan rata-rata (mean) antara hasil pre test dan post test pada masing-masing kelompok (kelompok eksperimen dan kelompok kontrol). Data hasil penelitian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pembelajaran melalui penerapan metode Mind Mapping dapat meningkatkan hasil belajar IPA pada siswa kelas VI SD Negeri Totogan. Peningkatan tersebut dapat dilaksanakan melalui modifikasi tindakan berupa; penyampaian materi dengan metode MindMapping yang dimodifikasi, tanya jawab materi dengan melibatkan siswa secaraakif, membuat dan mengkreasikan bentuk Mind Mapping dengan didampingi guru dan peneliti, mempresentasikan hasil Mind Mapping siswa dengan cara memilihnya secara acak, serta melakukan refleksi pembelajaran dengan melibatkan siswa pada akhir pembelajaran. Berdasarkan hasil tes, data hasil belajar menunjukkan bahwa nilai rata-rata pada pratindakan 61,67 dengan ketuntasan belajar 16,7%, meningkat pada siklus I menjadi 66,82 dengan ketuntasan belajar 50%, dan meningkat kembali pada siklus II dengan nilai rata-rata 83,19 dengan ketuntasan belajar 79,2%. Dengan demikian metode Mind Mapping dapat meningkatkan hasil belajar siswa kelas VI SD Negeri Totogan.
Kata kunci: Hasil Belajar, IPA, Mind Mapping
The type of this research was action research (classroom research). The subjects in this study were 30 students at grade III SD Negeri 030441 Pamah, consisting of 15 boys and 15 girls. The object of ...this research is Mind Mapping learning model as an effort to improve students’ learning outcomes. The results of this study indicated an increase in the students’ learning outcomes through Mind Mapping model on the theme of “Menyayangi Tumbuhan dan Hewan”at grade III SD Negeri 030441 Pamah. It was found that in the pre-test, 8 students (27%) completed the learning objectives while 22 students (73%) did not complete the learning objective with the average score of 59.93. Meanwhile, the average score in the posttest of cycle I increased to 66.4 in which 13 students (43%) completed the learning objective while 17 students (57%) did not complete the learning objective. Moreover, the result of the post test in cycle II found that 25 students (83%) completed the learning objective while 5 students (17%) did not complete the learning objective with an average score of 80.06. Furthermore, the results of observations to teachers’ activities in in Cycle I obtained a value of 78% (good), and in Cycle II it increased to 92% (very good). Similarly, the results of observations to students’ activities also increased from 78% (good) in Cycle I to 90% (very good) in Cycle II.
Writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, ...but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. Students need a technique to improve their writing skills. Following this, the mind mapping technique is used to help students to improve their writing skills. The quasi-experimental research method involved two groups, namely the experimental and the control class. Both classes were given a pre-test at the beginning. Then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. Then, this research gave the instrument in the last session of this study, both groups were given a post-test. Then for data collection, researchers used a written test and data analysis using a t-test. It proves that there was a significant score on the t-test and the mean score of the experimental class and control class. In the experimental class score is 3.0 and the mean is 28.25. While in the control class, the t-test score is 3.0 and the mean score is 25.00. It proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand.
At the beginning of the twentieth century, many muslim intellectuals studied in various well-known universities in Europe. They returned to their home countries to bring concepts of modern ...educational methods like the mind mapping method to facilitate the learning of Islamic sciences, especially Arabic. This present research aims at discussing planning, steps, and evaluation adopted in learning Nahwu using the mind mapping method at a Modern Islamic Boarding School. In this research, the authors adopted a case study as the research design with the type of field study. The techniques of data collection applied were in-depth interviews, participant observations, and documentation study, while the data were analyzed through data reduction, data display and data verification. The results showed that the preparation of the lesson plan for Nahwu with the mind mapping method started from determining basic competences, continued with the learning indicators, the materials, the method used, and the instrument of evaluation that would be used. The steps of the learning activities were as follows: introduction, presenting the core materials, evaluation, and closure. Evaluation in learning Nahwu in this method was made by examining the products, performances, and tests administrated to the students either in their daily, mid-term and final tests.
The main problem experienced by students today is the low level of creative thinking. One treatment that can be used to improve students' creative thinking is mind mapping in counselling. This study ...aims to examine the influence of mind mapping in counselling to increase students' creative thinking. This research method uses true experiments with a pretest posttest control group design. The research population is the students of a public junior high school in Malang City. The research sample was 16 people who were taken randomly. The research instrument used a creative thinking test with a validity of 0.950, reliability of 0.943 and data analysis using an independent t-test. The results showed: (1) mind mapping is a very appropriate and interesting technique used in counselling services because the way mind mapping works is in accordance with the brain structure that makes students relax and happy, (2) there is a significant influence of mind mapping in counselling on improving students' creative thinking. This study has limitations in terms of the number of samples in the intervention is still small and tested in one school. It is recommended to be tested on a large sample in schools at various levels and cultures.
Improving flood resilience of communities requires a holistic understanding of risks and resilience options as well as the preferences and priorities of different stakeholders. Innovations in risk ...and resilience assessment have helped communities to identify gaps in their flood risk management strategy but selecting and implementing resilience solutions remains a big challenge for many decision-makers. In addition to traditional appraisals and cost-benefit assessments this also calls for a participatory process in which various stakeholders are encouraged to adopt a system-level approach in identifying interventions that can maximise a range of benefits and co-benefits. In this study, we investigate how a combination of modelling and measurement methods can help decision-makers with their flood resilience strategies. We apply a participatory system thinking approach combining Fuzzy Cognitive Mapping (FCM) with a flood resilience measurement framework called Flood Resilience Measurement for Communities (FRMC). We first investigate stakeholders' biases on flood resilience interventions, and then lead them through a system thinking exercise using FCM and FRMC to elicit mental models representing important aspects of flood resilience and their interrelation. These are then aggregated, representing the collective perceptions and knowledge of stakeholders, and used to identify the most beneficial resilience actions in terms of direct and indirect impacts on flood resilience. We apply this approach to the case of Lowestoft, a coastal town in England exposed to significant flood risk. Developed in close collaboration with the local authorities, the ambition is to support decision-making on flood resilience interventions. We find that this combination of methods enables system-level thinking and inclusive decision-making about flood resilience which can ultimately encourage transformative decisions on prioritization of actions and investments.
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•A combination of mind mapping and resilience measurement tool is applied.•The methodology is used to support collective decision making for flood resilience.•It encourages system-thinking and holistic approach in identifying resilience interventions.•Raising awareness about flood resilience is as important as building flood protections.
This study aims to find out the differences in writing skills in elementary schools by using Mind Mapping-based Joyful learning models and determining the effectiveness of using Mind Mapping-based ...Joyful learning models in Indonesian writing skills. This research method is included in experimental research, which takes two groups as research samples. One group as an experimental class was given Mind Mapping-based Joy full learning models, and one group as a control class using the lecture and discussion method. Data analysis was performed using a T-test. The results of data analysis is Mind Mapping based Joyful learning models effectively teaches Indonesian writing skills in elementary school.
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