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.
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.
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.
Computational thinking (CT) skills help students both understand and utilize computing in various domains to cope with the challenges posed by the complex digital world. This study applied mind ...mapping to programming language instruction in a primary school, and explored the effects of mind mapping on students' CT skills when learning programming with Scratch as a programming tool. Two types of mind mapping, construct-by-self mind mapping (CBS-MM) and construct-on-scaffold mind mapping (COS-MM), were proposed to compare which type is more effective in terms of students' CT skills. Seventy-three public primary school fifth-grade students aged 10 to 11 participated in the study. The CBS group included 33 students learning with the CBS-MM instructional approach, while the COS group comprised 40 students learning with the COS-MM instructional approach. Data were obtained from nine topic Scratch programming assignments and pre- and post-CT skills surveys completed by the two groups. Paired sample t tests were used to analyze whether the two types of mind mapping approach could improve both groups' CT skills. One-way ANCOVA and one-way ANOVA were used to examine the difference in the two groups' CT skills. The results showed that both CBS-MM and COS-MM can improve students' CT skills; however, the COS group students could better improve their CT skills with the assistance of the COS-MM method compared with the CBS group students who learned with the CBS-MM method. The findings of this study can provide some enlightenment for relevant instructors to design instruction and implement programming teaching with different kinds of mind mapping support that facilitates students’ CT.
•Computational thinking (CT) skills are important for students in the digital world.•Construct-by-self mind mapping (CBS-MM) can improve students' CT skills.•Construct-on-scaffold mind mapping (COS-MM) can improve students' CT skills.•COS-MM could better improve students' CT skills than those with CBS-MM.
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