Abstract Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees’ interpreting-specific listening skills. However, so far relevant empirical studies have been ...rare. A single-group post and retrospective self-assessment design was used to examine student interpreters’ attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students’ interpreting-specific listening knowledge and skills.
Hasil akhir dari penelitian ini adalah dengan permasalahan yang sangat spesifik sekali yaitu perilaku kurangnya Prestasi Belajar Siswa , maka dalam proses dan jangka waktu yang tidak pendek, metode ...pembelajaran peta konsep tersebut berdampak positif bagi siswa yaitu siswa yang tersebut bisa meningkatkan Prestasi Belajar Siswa. Terbukti pada perolehan hasil belajar siswa yang terus meningkat dari pra siklus hingga siklus 2. Pada pra siklus di mana pembelajaran masih menggunakan metode ceramah siswa yang mampu tuntas belajar hanya sejumlah 9 siswa, kemudian pada siklus 1 peneliti menerapkan metode pembelajaran peta konsep, dan hasil dari siklus 1 adalah terdapat 14siswa yang tuntas belajar. Pada siklus 2 masih dengan metode pembelajaran peta konsep maka seluruh siswa kelas XII TKJ yang berjumlah 21 siswa, yang dapat mencapai ketuntasan belajar adalah 19 siswa.
This study aims to find a way to increase the student achievement in studying chemistry by using mind mapping method in class XII MIPA of SMAN 1 Bambanglipuro. This study was a classroom action ...research with qualitative descriptive approach. This study conducted in two cycle whith three meetings in each cycle. There were 33 students participated as subject in this study. Each meeting applied the following steps: planning, action, and reflection. The data collecting instruments in this study were questionnaire, observation sheets, field note, attitude scale, and achievement test (daily test). The result of this study indicates that by using mind mapping, the learning process became more effective, the student activity during the learning process also more effective, enjoyable, and joyful. The method has positive effect of increasing the student achievement in chemistry that can be known from: (a) the increase of student activity and students motivation in cycle I and II; (b) the increase of students achievement in cognitive aspect (student learning completeness standard from 77.53% in cycle I and 82.63% in cycle II), and in affective aspect from the level of enough become excellent in the end of the study. Result of the study also supported by the assessment in learning process which was held by the collaborator, from the classification of 50% good to 50% excellent.
The objective of this research was to find out whether the use of mind mapping technique is effective or ineffective in improving students’ engagement and interest in learning writing. The researcher ...employed quantitative method with the quasi-experimental design. The research was conducted to the fourth-semester students of English Study Program of IAIN Bone. The data were collected by using observation checklist, writing test, and questionnaire. The data from observation checklist were used to find out students’ behavioral engagement, in this case, students’ participation in experimental group which was taught writing subject through mind mapping technique. The writing test was given twice for both experimental and control group to investigate the students’ writing ability which shows students’ cognitive engagement before and after the treatment was conducted. It can be concluded that the use of mind mapping technique in learning writing is effective to increase students’ engagement and interest. Moreover, further analysis shows that students’ behavioral engagement is higher than students’ cognitive engagement and students’ expressed interest increases higher than other types of interest due to the technique used which was mind mapping technique.
Penelitian ini bertujuan meningkatkan hasil pembelajaran kemampuan menyimpulkan informasi penting dengan metode mind mapping pada siswa kelas VI SDN Semambung 1 Kanor Bojonegoro Tahun Pelajaran ...2020/2021. Penelitian tindakan kelas (PTK) ini dilaksanakan di kelas VI SDN Semambung 1 Kanor Bojonegoro. Data penelitian ini diperoleh dari tempat dan peristiwa, partisipan, dan dokumen. Pengumpulan data dilakukan dengan cara observasi, wawancara, tes, dan angket. Teknik validasi data menggunakan triangulasi sumber data, triangulasi metode. Data dianalisis dengan teknik analisis komparatif deskriptif. Hasil penelitian ini menunjukan bahwa hasil rata-rata pada setiap pertemuan dalam satu siklus meningkat yaitu pada siklus satu dari 13% menjadi 40% dengan rata-rata nilai peserta didik yakni 64. Dan siklus II dari 40 % meningkat menjadi 86% dengan rata-rata nilai 84. Siswa yang mendapat nilai di atas KKM ada 27 siswa dan yang belum KKM ada 4 siswa. Simpulan penelitian ini bahwa penerapan metode mind mapping dapat meningkatkan kemampuan menyimpulkan informasi penting pada siswa kelas VI SDN Semambung 1 Kanor Bojonegoro Tahun Pelajaran 2020/2021.
Tujuan penelitian ini adalah untuk meningkatkan keaktifan belajar dalam mata pelajaran Bahasa Indonesia Materi Menentukan Ide Pokok pada siswa kelas III SDN Ngujung 1 Maospati Magetan melalui ...penerapan model SAVI berbasis mind mapping. Penelitian ini termasuk penelitian tindakan kelas (PTK) yang dilaksanakan melalui tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek pada penelitian ini adalah siswa kelas III SDN Ngujung 1 Maospati Magetan Tahun Pelajaran 2020/2021 sebanyak 22 siswa yang terdiri dari 10 siswa laki-laki dan 12 siswa perempuan. Teknik pengumpulan data melalui angket, observasi, dan dokumentasi. Penelitian ini menggunakan uji validitas berupa triangulasi sumber dan triangulasi metode. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, penarikan kesimpulan, dan refleksi. Peningkatan keaktifan belajar siswa pada mata pelajaran Bahasa Indonesia tersebut terbukti melalui data yang telah diperoleh dalam penelitian yang telah dilaksanakan. Dari hasil pengolahan data yang dilakukan, diketahui bahwa pada kondisi awal rata-rata keaktifan belajar siswa sebesar 49,03 dengan kategori sangat kurang, kemudian meningkat menjadi 72,39 dengan kategori baik pada siklus I. Pada siklus II rata-rata keaktifan belajar siswa meningkat menjadi 83,89 dengan kategori sangat baik. Peningkatan keaktifan belajar tersebut telah mencakup 8 aspek yang ada yakni aspek visual, aspek motor, aspek listening, aspek writing, aspek oral, aspek drawing, aspek mental dan aspek emosional. Dengan demikian simpulan penelitian ini bahwa penerapan model pembelajaran SAVI berbasis mind mapping dalam pembelajaran Bahasa Indonesia materi menentukan ide pokok di kelas III dapat meningkatkan keaktifan belajar siswa kelas III SDN Ngujung 1 Maospati Magetan Tahun Pelajaran 2020/2021.
This study aims to, 1) increase interest in learning history through the method of learning Mind Mapping in class X science 1 students of SMA Negeri 1 Sewon 2016/2017 school year. 2) improve the ...history of learning achievement through the Mind Mapping learning method in class X science 1 students of SMA Negeri 1 Sewon 2016/2017 academic year. This research was conducted in class X Science 1 of SMA Negeri 1 Sewon in 2016/2017 school year. The study used the Classroom Action Research (CAR) approach, with two cycles. Data collection techniques in this study used observation, questionnaires, and historical learning outcomes tests. The instruments used in this study were observation guidelines, questionnaires, and historical learning achievement tests. The data analysis technique used in this research is comparative descriptive by comparing pre-action data, cycle I and cycle II. The results showed that 1) the application of the Mind Mapping method was able to increase learning interest. Student interest in learning categories is good and very good, in pre-cycle as many as 13 students (54.17%), in the first cycle increased from 17 students (70.83%) at the first meeting, to 19 students (79.17%) at the meeting second. In cycle II, it increased from 21 students (87.50%) at the first meeting, to 22 students (91.67%) at the second meeting. 2) The application of the Mind Mapping method can improve historical learning achievement in students of class X Science 1 of SMA Negeri 1 Sewon in the 2016/2017 school year. Historical learning achievement increased from the classical average of 69.38 and mastery learning by 15 students (62.50%) in the pre-cycle, increased to an average of 79.25 and mastery learning by 19 students (79.17%) in the first cycle, and an average of 86.67 and completeness of learning as many as 22 students (91.67%) in the second cycle.
This study aimed to describe the feasibility of teaching modules with mind mapping strategies to improve creative thinking skills in chemical bonding material. The research method used was the 4-D ...model (define, design, develop and disseminate) which is limited to the development stage. The trial was conducted on 34 students of class XII IPA 4 at one of state senior high school in Surabaya. The teaching module was said to be feasible in terms of validity, practicality and effectiveness. The results showed the feasibility of teaching modules in terms of content validity getting mode 5 on very good category and construct validity getting mode 4 on good category so that overall the teaching module gets mode ≥4 and is declared valid. The practicality of teaching modules in terms of learning implementation gets a percentage of 93.63%, student activities get a percentage of 97.35% and student responses with a percentage of 92.12% with very practical criteria. The effectiveness of the teaching modules is seen from the improvement of students' creative thinking skills through pretest and posttest mind mapping as well as questions on the description of creative thinking skills on chemical bonding material with an N-Gain value obtained respectively of 0.73 and 0.72 in the high category. Based on the results of validity, practicality and effectiveness can be concluded that teaching modules with mind mapping strategies are appropriate to be used in learning to improve creative thinking skills in chemical bonding material.
•Individual mind mapping activities generate a significant difference in critical thinking skills of young children.•Large group mind mapping activities generate a significant difference in critical ...thinking skills of young children.•The Turkish MoNE Preschool Curriculum supports critical thinking skills of 48–72-month-old children.•Large group mind mapping is more effective than individual mind mapping in developing children’s critical thinking skills.
Educational practices are highly significant for the development of critical thinking. Mind mapping is one of the practices which supports the skills of individuals such as interpretation, analysis, explanation and evaluation. This study aims to analyse the effect of mind mapping studies which support critical thinking skills through philosophical inquiry, on such skills of the children aged 48–72 months. Research was conducted with 116 children who receive education in six classes within a preschool educational institution located in Istanbul. The research consisted of experimental group-1 which was subjected to individual mind mapping studies, experimental group-2 which were included in large group mind mapping studies and the control group which continued with the current Preschool Curriculum of the Ministry of Education. The practices completed within eight weeks. In line with the results of the analyses, it was understood that the critical thinking skills scores of children in the experimental group-1 and experimental group-2 were significantly higher than the children in the control group. It was also found that experimental group-2 who large group performed mind mapping made progress further than those of the children in experimental group-1 subjected to individual mind mapping studies.
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