Abstract
This research aimed to find out the effectiveness of experiential learning (EL) model with mind mapping to improve the science process skills (SPS) on fungi materials. It was quasi-experiment research by using pre-test post-test control group design. The population of the study was all of the tenth-grade students of Kalasan State 1 Senior High School amount of 127 students in the odd semester in 2018/2019 of the school year. Sample techniques were cluster random sampling. The sample consisted of 26 students (10 students male and 16 students female) as the experiment class by implementing EL model with mind mapping and 26 students (9 students male and 17 students female) as control class by using 5M (observing, asking, collecting, associating, communicating) learning model. The used instrument was ten essay questions. The data of the research were analyzed by using t-test (independent sample t-test). Based on the result of the normalized gain score, it showed that there was an improve of SPS about 0,85 in the experiment class higher than that in the control class about 0,70. Besides, it also showed a significant value (2-tailed) that was 0,000 (<0,05). It meant that there was a difference in science process skills between the experiment class and control class, so the learning process through EL learning model with mind mapping proved useful to improve the students’ science process skills.
Highlights
The learning is arranged for the occurrence of teaching and learning process between the teacher and students in the school (Winataputra et al, 2007)
The results of the analysis showed that the items tests fit with a Rasch model or model 1 - PL ranged from ≥ 0,77 - ≤ 1,30, it can be concluded that the test was valid and the value of summary of case estimate is 0, 71, which indicates that the items tests have a high reliability (Subali, 2016)
The learning activities done are based on the steps in experiential learning (EL) learning model with mind mapping that consist of 4 steps such as concrete experience (CE), reflective observation (RO), Abstract abstract conceptualization (AC) and AE (Abdulwahed & Zoltan, 2009)
Summary
The learning is arranged for the occurrence of teaching and learning process between the teacher and students in the school (Winataputra et al, 2007). According to Isnaini et al, (2016) to achieve the appointed objectives of learning, the teacher must prepare the learning components such as syllabus, lesson plan, students’ worksheet, and learning media that are suitable for the materials taught. These learning components will be implemented during teaching and learning process to make the learning be effective. It is expected to achieve the learning outcomes of the students to be more optimal (Mulyasa, 2007)
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