The Use of Mind Maps in the Study of the Prophetic Tradition (Sunnah) and Its Sciences

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

The aim of this research is to investigate the students’ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the students’ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.

The aim of this research is to investigate the students’ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the students’ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.

Mind Map is a method or way of taking notes creatively by utilizing the work of the two brains as outlined on paper in the form of pictures, symbols, writing and colors. The purpose of this study was to analyze the use of Mind Maps in student learning activities in physics subjects and to find out students' abilities in making Mind Maps. This research is included in descriptive qualitative research using questionnaires and interviews as well as the results of high school students' Mind Map products. The number of respondents was 243 students from SMA Negeri 11 Surabaya, SMA Negeri 12 Surabaya, SMA Negeri 13 Surabaya and SMA Wijaya Putra Surabaya. As for the Mind Map product, the researchers collected 123 Mind Maps. The results showed that 93.8% of students knew and understood the Mind Map and 60.5% answered that they never made a Mind Map in physics lessons. It was found that students' mistakes in making Mind Maps were that students still ignored the Mind Map format in the categories of images, colors and branches. So it can be concluded that the use of Mind Maps in student learning activities in physics subjects is still lacking or rarely used and the ability of students' Mind Maps is included in the good category but there are still errors or inappropriate formats in making the Mind Map.

Based on some research, mind mapping proven effective to use in the class, but the use of mind mapping still rarely used in the class during pandemic. The purpose of this article is 1) to analyze of making mind mapping; 2) to describe the using of mind mapping during this pandemic; and 3) to analyze the impact of using mind mapping in class. This article uses literature study. The validity of this data is by using some study from another research with an extension time. Data comparation is used as data analysis technique in this article. The conclusion in this article are 1) while making mind mapping, requires some laws so that benefit would achieved optimally; 2) using mind mapping with outlines and good instruction about material is a good option during pandemic; 3) using of mind mapping is proven effective to make student easier to know about the material and it will improve their critical thinking skills.

Введение. Когнитивно-визуальный подход к обучению в настоящее время получил широкое признание на всех этапах образования. Тенденция к когнитивной визуализации учебной информации является фактором создания визуальной учебной среды, которая ориентирована на стимулирование когнитивной деятельности обучающихся, а не просто на усвоение знаний, представленных учителем или преподавателем в готовом виде. Применение ментальных карт (майндмэппинга) является одним из эффективных средств когнитивно-визуальной методики обучения [1], которая зарекомендовала себя в иноязычном образовании. Цель данной статьи — выявить потенциал майндмэппинга в профессиональной подготовке будущего учителя иностранного языка при освоении теоретических дисциплин предметного цикла (на примере дисциплины «Стилистика английского языка»). Материалы и методы. В первую очередь, при написании статьи использовался метод анализа теоретической литературы по проблемам способов визуализации учебной информации в высшей школе в целом, а также использования технологии майндмэппинга при обучении иностранному языку на различных ступенях образования. Поскольку в психолого-педагогической литературе слабо представлены лингводидактические аспекты применения ментальных карт в иноязычном образовании при изучении теоретических дисциплин, авторы в основном полагались на интерпретацию результатов собственной деятельности в качестве преподавателей высшей школы и изучение эффективного опыта работы своих коллег – преподавателей иностранного языка ряда педагогических вузов. Результаты. В статье рассмотрен процесс создания ментальных карт по теоретической дисциплине «Стилистика английского языка» с учетом следующих факторов: объема визуализируемого учебного материала, лингводидактических целей, необходимости формирования лингвистического понятийно-терминологического аппарата студентов, наличия внутрипредметных и межпредметных связей. Представлена ментальная карта, отражающая различные аспекты (семантический, структурный, функционально-прагматический) стилистического средства simile (стилистическое сравнение) как фрагмента масштабной ментальной карты «Стилистические средства английского языка». Обсуждение. Майдмэппинг как метод когнитивной визуализации учебной информации соотносится с рядом актуальных тенденций современного иноязычного образования, в частности ориентацией на использование в образовательном процессе когнитивно-ориентированных технологий, ведущих к реализации стратегии «когнитивной вовлеченности», обеспечивающей интеллектуальное развитие будущего учителя иностранного языка. Создание ментальных карт по стилистике (как и по любой теоретической дисциплине) также подразумевает раскрытие внутрипредметных и межпредметных связей, обеспечивающих развитие языкового сознания будущего учителя иностранного языка, его лингвистического кругозора и терминологической компетенции. Заключение. Проведенное исследование позволяет сделать вывод о том, что широко применяемая в обучении практическому владению иностранным языком технология майндмэппининга может успешно применяться в процессе изучения теоретических дисциплин с целью активизации учебно-познавательной деятельности будущих учителей, развития критического и образного мышления, а также умений систематизировать знания. Установлено, что составление ментальных карт по теоретическим дисциплинам предметного цикла способствует формированию лингвистической терминологической компетенции студентов. Ключевые слова: ментальные карты; майндмэппинг; когнитивно-визуальный подход; визуальная учебная среда; визуализация информации; педагогический университет; иноязычное образование; будущий учитель иностранного языка. Основные положения: – ментальные карты как способ когнитивной визуализации учебного материала могут успешно использоваться в обучении будущих учителей иностранному языку при овладении ими теоретических дисциплин предметного цикла; – в контексте изучения теоретических лингвистических дисциплин ментальные карты способствуют развитию умений устанавливать внутрипредметные и межпредметные связи, создавая таким образом вербально-визуальную модель изучаемого материала в индивидуальном формате; формированию терминологической компетенции студентов; структурированию учебного материала в результате работы ассоциативного (радиантного) мышления; – ментальные карты обеспечивают когнитивную вовлеченность будущих учителей иностранного языка в образовательный процесс, активизируют их автономную учебно-познавательную деятельность и мотивирует к углублению лингвистических знаний. Introduction. The cognitive-visual approach to learning has now received wide recognition at all stages of education. The trend towards cognitive visualization of educational information is a factor in creating a visual learning environment that is focused on stimulating the cognitive activity of students, but not merely on the assimilation of knowledge presented by the teacher in a finished form. The use of mind maps (mind mapping) is one of the effective means of cognitive-visual teaching methods [1], which, in particular, has proven itself well in foreign language education. The purpose of this article is to identify the potential of mind mapping in the professional training of future foreign language teachers in mastering theoretical disciplines of the subject module (using the example of the discipline “Stylistics of the English Language”). Materials and methods. When writing the article, the method of analyzing theoretical literature on the following problems was used: ways of visualizing educational information in higher education in general, the use of mind mapping technology in teaching a foreign language at various levels of education, etc. Since the psychological and pedagogical literature poorly presents the linguodidactic aspects of using mental maps in foreign language education when studying theoretical disciplines, the authors mainly relied on the interpretation of the results of their own activities as higher education teachers and the study of the effective experience of their colleagues – foreign language teachers of a number of pedagogical universities. Results. The article considers the process of creating mind maps for the theoretical discipline “Stylistics of the English Language” taking into account the following factors: the volume of visualized educational material, linguodidactic goals, the need to form the linguistic conceptual and terminological apparatus of students, the presence of intra- and interdisciplinary connections. A mind map is presented that reflects various aspects (semantic, structural, functional and pragmatic) of the stylistic means “simile (stylistic comparison)” as a fragment of a large-scale mind map “Stylistic Means of the English Language”. Discussion. Mind mapping as a method of cognitive visualization of educational information correlates with a number of current trends in modern foreign language education, in particular, focusing on the use of cognitively oriented technologies in the educational process, which leads to the implementation of the “cognitive involvement” strategy, ensuring the intellectual development of the future foreign language teacher. The creation of mind maps in stylistics (as in any theoretical discipline) also implies the disclosure of intra- and interdisciplinary connections that provide the development of the linguistic consciousness of the future foreign language teacher, his linguistic outlook and terminological competence. Conclusion. The study allows to conclude that mind mapping technology, widely used in teaching practical proficiency in a foreign language, can be successfully applied in the process of studying theoretical disciplines in order to activate the educational and cognitive activity of future teachers, develop their critical and imaginative thinking, as well as the ability to systematize knowledge. It has also been discovered that the compilation of mind maps in theoretical disciplines of the subject module contributes to the formation of linguistic terminological competence of students. Keywords: Mind maps; Mind mapping; Cognitive-visual approach; Visual learning environment; Information visualization; Pedagogical university; Foreign language education; Future foreign language teacher. Highlights: Mental maps as a method of cognitive visualization of educational material can be successfully used in training future foreign language teachers in mastering theoretical disciplines of the subject module; In the context of studying theoretical linguistic disciplines, mental maps contribute to the development of skills of establishing intra- and interdisciplinary connections, thus creating a verbal-visual model of the material being studied in an individual format; the formation of students' terminological competence; structuring educational material as a result of associative thinking; Mental maps ensure the cognitive involvement of future foreign language teachers in the educational process, activate their autonomous educational and cognitive activity and motivate them to deepen their linguistic knowledge.

As a simple and effective thinking tool most common in modern education, mind mapping can be used to visually present the relationship between themes at all levels in a way that combines pictures and images. It can fully mobilize students' ability of thinking expression and imagination and innovation. Therefore, modern college education reform will integrate the use of this technical means. According to the accumulated experience of financial accounting practical thinking guidance education in colleges and universities in recent years, although teachers and students have realized the practical significance of mind mapping teaching, they have not given full play to its positive role in classroom teaching and have not guided students to master financial accounting knowledge by scientific use of mind mapping. Therefore, on the basis of understanding the current situation of financial accounting practice teaching in colleges and universities and the advantages of mind-mapping application, this paper mainly discusses the effective measures for the reform of financial accounting practice mind-mapping education in colleges and universities in the new era, and then from the perspective of practical education, judges and analyzes the reform value of mind-mapping teaching, in order to provide reference for cultivating outstanding financial accounting talents.

ABSTRACTThis study dealt with the use of mind mapping and concept mapping as the one technique in teaching reading comprehension. The problems of this study were to find out whether or not there was any significant difference in average scores between students’ reading comprehension achievement who (1) both had been taught using conventional technique and mind mapping technique (2) both had been taught using conventional technique and concept mapping technique (3) had been taught using mind mapping technique and concept mapping technique (4) there is any significant difference among students who were taught using mind mapping, concept mapping, and conventional technique.The population was 160 students of the tenth grade students of State Senior High School 1 of Kelapa Bangka. Cluster random sampling was used to take 80 students as the sample. True Experimental Design was used as a method of the study. In collecting the data, tests were used. Homogeneity, normality, and independent sample t test were used to analyze the data.Based on the research, the writer concluded that the mind mapping technique and concept mapping technique were more effective and better for (1) students who were taught using mind mapping than students who were taught using conventional technique, (2) students who were taught using concept mapping than students who were taught using conventional technique, (3) students who were taught using mind mapping than students who were taught using concept mapping, and (4) since there was any significant difference among mind mapping, concept mapping, and conventional techniques, the technique is suitable to be used in improving students’ reading comprehension achievement. Key words: 1. Mind Mapping, 2. Concept Mapping, 3. Reading Comprehension

This research aims to present alternative methods for learning literature and examine the potential for increasing students' creativity in writing short stories through the use of AI and mind maps. This research uses qualitative research methods with action research methodology. This research design was structured in two cycles. First, observation and initial data collection through interviews and short story writing test I. Second, increasing knowledge and short story writing test through the use of AI and mind map techniques. The research results show that the use of mind map techniques can increase student creativity. By using this technique, students can improve their ability to generate ideas and concepts before composing a short story, so that the resulting narrative is better and more imaginative. The percentage increase reached 17.22%. Because this research utilizes mind map techniques and AI as learning media, this research has implications for increasing student motivation, excitement and involvement in the learning process. As a result, students understand the material studied better and the effectiveness of the learning process increases.

The use of mind mapping in the EFL classroom especially in writing class is imperative to fill the educational needs of the younger generation. There are few studies conducted on students’ perceptions of using mind mapping to learn the writing English language. This research aimed to investigate the students’ perceptions of the use of mind mapping in learning the writing English process at junior high school, MTsN 2 Makassar, Indonesia. Data were collected using a questionnaire that collected a five-point Likert scale to gauge the students’ perception of the use of mind mapping in writing EFL classrooms. Findings from this research indicate that most students showed a strongly positive category according to the range of students’ perception scores. Therefore, the students have a strongly positive attitude to use mind mapping in their writing skills. The use of the mind mapping technique is very interesting to the students, so they are motivated to write a paragraph.

Mind map is used as an effective tool for teaching-learning in the classroom. With the growing demand of shifting from teacher-centric to learner -centric classroom, mind map is looked at as an active learning module to tap lateral thinking of students. It helps them to record notes in a non-linear way and promotes out-of-the-box thinking. Hence, mind maps are a popular tool to structure and visualize information. It is an activist learning method for capturing ideas on a horizontal surface. It is a graphical way to represent large information into a useful knowledge base and also helps in connecting the knowledge base with real time scenario. This facilitates the students to build better and new ideas. This paper aims at bringing out the learning experiences of students using mind map in recalling technical concepts in the course Materials and Metallurgy. A questionnaire was administered to find out the various learning experiences of third year Mechanical students of this course. Findings showed that there was a significant positive difference in student's academic achievement and attitude towards learning the subject through mind mapping.

This chapter studies the use of mind mapping (MM) as an unconventional but valuable technique in knowledge retrieval and critical thinking in medical education and clinical problems. Library databases (MEDLINE, PubMed, EMBASE and PsychINFO) were used to research both empirical and conceptual literature on the uses of mind mapping in medical education. Mind mapping is a visual technique which accelerates the learning process, inspires problem-solving and critical thinking, and supports effective teaching. There is a lack of significant previous research on using MM in medical institutions in Africa, especially in Sudan. This chapter supports the view that MM methodologies could be more widely implemented in African medical institutes, particularly in Sudan.

Mind mapping is an innovative learning strategy that has an impact on learning. This research aims to define and analyze the use of mind mapping in learning. This research is qualitative-descriptive with library research type. The results of the research show that the use of mind mapping not only has advantages, but also various disadvantages when used in learning. To minimize these weaknesses, this research reviews 20 journals (2018-2022) both nationally and those that have been selected through Google Scholar. The steps in reviewing the research literature are collecting journals/articles about mind mapping, reducing journals/articles for the last five years (2018-2022), analyzing the definition of mind mapping, synthesizing the opportunities and impacts of using mind mapping in learning, analyzing obstacles to mind mapping utilization in learning, and making conclusions. Based on library research, it is found that one way for teachers and students to maximize learning is by designing mind mapping with other learning models or tools. Another finding is that teachers can use various applications to make it easier for students to make mind maps. With this research, it is hoped that learning will be fun and improve students' thinking skills.

The use of mind map as collaborative learning activities in literary reading class will be examined. The students will choose any kind of technology tools to make a mind map in reading class. The aims of this study are to identify the implementation of using mind map in collaborative learning activities of a literary reading class and students’ perceptions on it. This is a mixed method research. The data are taken from observation and questionnaires. The observation results are used to analyze the implementation of using mind map in collaborative learning activities of a literary reading class. The questionnaires are used to identify students’ perception on it. This study results that the students had positive perception toward the use of mind map and believed that it helps them learn the materials faster, save more time in doing collaborative work, understand the relationship between ideas, and more motivated to read literary texts.

This article focuses on describing the implementation of mind mapping technique to increase students’ motivation in writing descriptive text. An English teacher and 36 students in a Junior high school in Brebes participated in this study. A qualitative design was used, and data were collected through classroom observation, questionnaire and interview. This study found that the teacher did three steps in implementing mind mapping: giving students image of mind mapping, designing the writing task, and asking students to finish the writing task. Meanwhile, interview data indicated that most students enjoyed learning descriptive text by means of mind mapping. Regarding students’ motivation, data from observation revealed that most students enjoyed the activities, as seen from their enthusiasm. Likewise, questionnaire data indicated that most students gave positive perceptions towards the use of mind mapping. Most of them strongly agree with the statement that this strategy can make the learning process become imaginative. In short, it can be concluded that the teacher has successfully applied mind mapping technique. It can make the students enjoy and more interested in learning descriptive text. Therefore, the writers suggest that teachers apply various strategies in teaching and learning process, especially mind mapping, to create an enjoyable classroom atmosphere. Meanwhile, other researchers are recommended to discover the use of mind mapping in teaching other text types