Concept Mapping Learning Research Articles

The Effect of the Concept Map Model on Students' Ability to Write Explanatory Texts for Class Vii Smp N 7 Jambi City

The concept map model is an innovative learning model that has been empirically proven to have a positive impact on student learning outcomes. This research aims to determine the effect of implementing the concept map learning model on students' ability to write explanatory texts. This research used a quasi-experiment, which was carried out by comparing two classes that were given different treatments, namely the experimental class and the control class. The sample in this study consisted of 64 class VII students, consisting of classes VII C and VII G. Class VII C was the control class, namely the class that used the conventional learning model. The data analysis technique was carried out using SPSS, which aims to test the research hypothesis that has been determined. Meanwhile, the difference in average learning outcomes for writing explanatory texts in the control class and the experimental class was tested using the t-test. Complete data analysis was carried out in 3 stages, namely describing the data, prerequisite/preliminary analysis, and hypothesis testing. The results of this research show that the concept map learning model has a positive effect on students' ability to write explanatory texts. The test results show a value of 0.00, which means less than 0.05 (P-Value/Sig= 0.00 <0.05). Thus, there is a significant difference in student learning outcome scores in the experimental class and the control class. Therefore, the application of the concept map learning model has a positive influence on students' learning outcomes in class VII explanatory texts at SMPN 7 Jambi City. The research has implications for the need to implement the concept map learning model in developing explanatory text writing skills for junior high school students in the future.

Implementation of Concept Mapping Learning Model to Improve History Learning Achievement

This study aims to determine the application and determine the improvement of students' history learning achievement and the obstacles faced in the application of the Concept Mapping model. This research used CAR (Classroom Action Research) with qualitative and quantitative approaches consisting of 3 cycles. The results showed that the application of the Concept Mapping learning model combined with group discussions, quiz games, and the provision of material handouts can improve learning achievement In cycle I student achievement increased by 0.96, cycle II increased by 1.66, and in cycle III increased by 3.30. The obstacles faced in the application of the Concept Mapping learning model are at the beginning of the application of the Concept Mapping learning model there are still some students having difficulty determining secondary ideas. The condition of the lesson at the last hour requires the teacher to create an interesting atmosphere. There must be clear communication between teachers and students because the learning model requires steps to be taken to create Concept Mapping.

INCREASING STUDENT PARTICIPATION THROUGH LEARNING CONCEPT MAP OF EARLY CHILD EDUCATION STUDENTS

This research is Classroom Action Research (CAR). The research was conducted for 2 cycles with 3 meetings. Methods of data collection using written tests, observation sheets to observe the participation of Early Childhood Education students.The results showed that there was an increase in Student Participation Through Concept Map Learning for Early Childhood Education students. In cycle I it was 52.50% and in cycle II it was 75.83%. So, from cycle I to cycle II, students' reading comprehension ability increased by 23.33%. While the increase in student participation through learning concept maps for Early Childhood Education students in cycle I was 41.67% and in cycle II was 75%. So from cycle I to cycle II it increased 33.33%. Therefore it can be concluded that Concept Map learning can increase student participation in early childhood education.

Adaptive teaching of flipped classroom combined with concept map learning diagnosis- an example of programming design course

Adaptive teaching of flipped classroom combined with concept map learning diagnosis- an example of programming design course

Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education


 
 
 
 
 
 Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning. 
 
 
 
 
 

PENERAPAN MEDIA PEMBELAJARAN CONCEPT MAPPING MANDIRI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XII IPA 6 PADA MATERI SIFAT KOLIGATIF LARUTAN DI SMA NEGERI 1 SUMBER PUCUNG

Chemistry subject aims to equip students with the ability to think logically, analytically, systematically, critically, and creatively. Chemistry subjects. requires critical thinking for students. This makes the teacher to think creatively. Teacher creativity is needed to develop a learning process that adapts to the circumstances of students and schools. The purpose of this study was to determine the application of independent concept mapping learning media and to know the improvement of student learning outcomes in class XII IPA 6 on the colligative properties of solutions in chemistry subjects at SMA Negeri 1 Sumberpucung. The result of this research is that this research uses classroom action research (CAR). The stages are planning, implementation, observation and reflection. After the implementation of independent concept mapping media, in cycle I and cycle II it showed that concept mapping could improve student learning outcomes for class XII science 6. The percentage of success initially was 70, 37% after the cycle II was carried out, the learning outcomes were 88, 88%. If calculated, it has increased by 18.51%.

Improved Understanding of Science Concepts in Terms of the Pattern of Concept Maps Based on Scientific Literacy in Prospective Elementary School Teacher Students

Concept maps are a technique that can represent the knowledge possessed by students. Depiction through concept maps can form a structured and systematic understanding of concepts based on the relationships between the written concepts. In a period of online learning like this, an exciting learning strategy is needed. Therefore, using concept maps can be an alternative learning strategy that lecturers can apply in online learning. This study aims to identify various concept map patterns that students often use to improve conceptual understanding of the topic of global warming as well as increase students' conceptual understanding of the draft concept map patterns. This research is a mixed-method type with concurrent embedded with 83 students of Primary Teacher Education semester 2 of the 2019/2020 academic year. The instrument used was the measurement instrument for the concept map pattern and the measurement of the conceptual understanding test based on scientific literacy for students. The results were then analyzed by normalized N-Gain test and qualitative data analysis. The results showed that students' concept map patterns to improve conceptual understanding using the hub/spokes concept map pattern were 87.9%. Meanwhile, the results of the N-Gain analysis showed several 0.53 (in the medium category), which means that understanding of the concept increases with the application of concept map learning. The concept map pattern that appears depicts the results of the visualization of students' conceptual understanding

Development of Concept Mapping as Optimizing Apperception of Learning for Social Arithmetic Materials

The development of concept mapping as an optimization of the learning apersepsi of social arithmetic materials in grade VIIA MTs Ghozaliyah Jombang aims to develop a valid and practical concept mapping teaching materials by optimizing student perception. This research is a type of research and development (R&D) with addie model, analysis, design, development, implementation and evaluation. Based on the results of the development that has been done, the final product of research and development is the learning media concept mapping using video on social arithmetic material. Based on the assessment by media experts get a score of 90% with a classification very valid or very worth using. Assessments by material experts score 89% with a very valid classification or very worth using. The results of the student response questionnaire scored 77% with a practical classification. Based on these results, it can be concluded that concept mapping learning media packaged in the form of video is worth using.

THE INFLUENCE OF LEARNING STRATEGIES FOR CONCEPT MAPS AND THINKING STYLES ON THE LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION AND ETHICS

Abstract: The learning strategies used by teachers so far have not been optimal, causing student boredom which results in low learning outcomes. This study used an experimental method with a quasi-experimental design with a 2 x 2 factorial design. Through this design, the effect of concept map and expository learning strategies on the learning outcomes of Islamic Religious Education and Student Characteristics was compared to the students. The population of this research was all class IV SD Negeri 112256 Sabungan, Sungai Kanan District, South Labuhanbatu Regency which consisted of 3 classes. Each class in the population has the same characteristics, meaning that each class does not have students who have lived in class, the average student has an age that is not significantly different, using the same educational curriculum. In addition, class division is not carried out based on incoming ranking, so that there are no superior classes with different student characteristics. The sampling technique in this study was a cluster random sampling technique, ie from 3 classes 2 classes were selected as samples subject to treatment through random selection. The findings of this study are: First, based on the calculation of ANOVA, it turns out that the value of F-count = 27.44> F-table = 3.98 so that it can be concluded that the learning outcomes of Islamic Religious Education and Characteristics of students taught by concept map learning strategies are higher than with the learning outcomes of Islamic Religious Education and the character of students who are taught with expository learning strategies that are proven true. Second, based on the calculation of ANOVA, it turns out that the value of F-count = 6.17> F-table = 3.98 so that it can be concluded that the learning outcomes of Islamic Religious Education and Characteristics of students with a sequential thinking style are higher than the learning outcomes of Islamic Religious Education and The character of students with random styles thinking is verified. Third, based on the calculation of ANOVA, it turns out that the value of F-count = 18.27> F-table = 3.98 so that it can be concluded that there is an interaction between learning strategies and thinking styles in influencing the learning outcomes of Islamic Religious Education and student's character is proven.

Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies

The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasi-experimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (α= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.000<.05). There was no significant difference in mean attitude scores between male and female students who were taught biology using CM (F (1,148) =.635, p=.427>0.05) and CML (F (1,141) =. 670, p=.796>0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557>0.05). The study concluded that the CM and CML are effective teaching strategies in raising students’ attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology.

The Effect of Computer-Based Concept Mapping Learning Strategy on Iranian Intermediate EFL Learners’ Writing Accuracy and Fluency

The Effect of Computer-Based Concept Mapping Learning Strategy on Iranian Intermediate EFL Learners’ Writing Accuracy and Fluency

Pengaruh Metode Pembelajaran Concept Mapping terhadap Motivasi dan Hasil Belajar Kognitif Siswa

This research was conducted at SMA Wiyata Dharma in the 2018/2019 academic year. This study aims to increase students' motivation and cognitive learning outcomes in biology subjects by using the concept mapping learning method. The type of research used in this research is quasi-experimental or quasi-experimental. The population of this study were students of class XI SMA Wiyata Dharma 2018/2019 academic year. The samples used were 39 students of class XI IPA 5 as the control class and 39 people of class XI IPA 6 as the experimental class taken with cluster random sampling technique. Data collection techniques using observation sheets and test sheets of cognitive learning outcomes. The observation sheet was given after the learning took place in the experimental class. The observation sheet aims to determine the increase in students' learning motivation. The cognitive learning outcomes test sheets are given before and after the learning process takes place, aiming to determine the increase in students' cognitive learning outcomes. Data on students' cognitive learning outcomes in this study were taken by giving pre-test and post-test to the sample class students. The test sheet used has been tested by the validator so that it can be used in this study. The results showed that the average percentage of student learning motivation in the experimental class after using the concept mapping method was 79.67 with a high motivation category. While the value of the students' cognitive learning outcomes showed that the experimental class obtained an average score of 97.43 while the control class was 98.58. The final test data of the sample class students were analyzed using t-test. based on the results of data analysis, it was obtained that tcount was 2.57 and ttable 1.46 so that tcount was greater than ttable at an error rate of 5% and dk was 76. Therefore, from the t-test analysis it can be concluded that there is a significant effect on the results. Cognitive learning of class XI SMA Wiyata Dharma students.

Concept Map Method in Learning Arabic

The goal of this study was to show: (1) how the concept map model can be applied to the Isim dhamir material; (2) how the concept map learning model can change student understanding of the material; and (3) the efficient design of the concept map form for Isim Dhamir learning. The design of the model included five sheets of concept map for four meetings, with four partial concept map models and one complete concept map model. This was an action research project that collected data through observations, tests, and document analysis. The findings revealed that: (1) the concept map model was applied to the Isim dhamir material in two stages, displaying a complete and partial model; (2) student understanding of the Isim dhamir material using the concept map learning model showed significant changes, as evidenced by the average scores obtained by the students, which increased from 75.85 to 87.4 from cycle 1 to cycle 2; and (3) the media concept map design was effective in helping students to learn Isim dhamir.
 Keywords: concept map method, Arabic learning, Isim dhamir material

The Influence of Concept Map Learning Strategies and Thinking Styles on Cultural History Islamic Students Madrasah Ibtidaiyah in Private

The purpose of this study is to determine the impact of the concept map learning strategy and thinking style on the learning outcomes of Islamic Cultural History for students at Gunungsitoli City's Private Madrasah Ibtidaiyah. This study employs an experimental method with a 2 x 2 quasi-experimental factorial design. The influence of concept mapping and expository learning strategies on learning outcomes of Islamic Cultural History in terms of students' thinking styles will be compared using this design. According to the findings of this study, students from the Gunungsitoli Private Madrasah in Gunungsitoli who were taught using concept map learning strategies achieved higher Islamic Cultural History learning outcomes than students who were taught using expository learning strategies, where the average value of history learning outcomes was lower. Students at Private Madrasah Ibtidaiyah in Gunungsitoli City who were taught with the concept map learning strategy had a higher level of Islamic culture than students who were taught with the expository learning strategy.

Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

The challenges in the 21st century have made learning a complex process. In this age, new and conceptual learning strategies are being used to compete with the challenges. The concept map learning strategy has shown positive influences on students’ academic achievements and quality of education. This learning strategy has also showed a significant effect on students’ critical thinking skills. A research study has been conducted to assess the students’ academic achievements and memorisation power by concept map learning strategy and traditional learning approach. The students of a primary school studying in fifth grade in general course for section A (concept map learning strategy) and section B (Traditional lecture learning strategy) were assessed. The descriptive statistics and t-test analysis were also carried out on the results obtained from the students by concept map and traditional learning strategies. Statistical analysis showed that concept map learning strategy improved the students’ academic achievements and memorisation power significantly.
 
 Keywords: Critical thinking skills, learning skills, microbiology, strategies, primary school.

WHICH IS MORE EFFECTIVE, A MIND MAP OR A CONCEPT MAP LEARNING STRATEGY?

A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.

Mind Mapping: Teaching Students to Think Critically on Basic Chemical Law

The purpose of this study was to examine the effect of the concept map learning method on students' critical thinking skills in basic chemical law material. This type of research is a quasi-experimental design with a nonequivalent control group. The research instruments used were tests and questionnaires. The variable measured was students' critical thinking. The results showed that the concept map learning method had an effect on students' critical thinking skills. This can be seen in the average value of student responses and higher learning outcomes.. In the experimental class, there was an increase in critical thinking skills from the pretest average score of 48.31 to the posttest average score of 51.40. Meanwhile, the control class experienced a decrease from the pretest average value of 47.95 to the posttest average score of 44.40. Students in the experimental class who were treated with the concept map method experienced an increase and obtained higher learning outcomes than the control class without treatment.

Metacognitive learning strategies in argumentative writing skills

This study aims to determine the effect of metacognitive learning strategies on students' argumentative writing skills. This research was conducted on third semester students of the English education study program, Faculty of Teacher Training and Education, Universitas Kuningan. A quantitative approach was chosen with an experimental data collection technique tests as a used method, namely: (1) Test of argumentative writing skills. This study examines the effect of metacognitive learning strategies on students' argumentative writing skills. The learning strategies used are metacognitive learning strategies (experimental class) and control class concept map learning strategies. The findings indicate that metacognitive learning strategies are effective in teaching students' argumentative writing in English. Regarding the results of this study, the application of different learning strategies is needed in students' argumentative writing learning. Based on the results and conclusions above, it turns out that metacognitive learning strategies have a significant effect on students' argumentative writing skills in English. Thus, this research provides a beneficial implication in planning and developing learning strategies which will be used in improving students' argumentative writing skills in English, especially with regard to the application of appropriate learning strategies. The argumentative writing skills of students who were given metacognitive learning strategies were better than those who were given concept map learning strategies instead. In this case, the role of the lecturer is very important so that to improve students' argumentative writing skills, metacognitive strategies are more effectively applied in class

The Effect of Cooperative Type Number Heads Together and Concept Mapping Learning Models on Student's Learning Activity and Student Learning Outcomes in Class V Science Study of SD Negeri 11 Rantau Selatan

One of the lessons that make students more active is cooperative learning. Cooperative learning is a way of learning in which students of all abilities work together in small groups to achieve goals. This model prioritizes student-centred learning and students can interact with their friends in solving problems. The cooperative model has several types, including the cooperative model, Number Head Together. Concept Mapping was first developed by Tony Buzan, a mathematician, psychologist and researcher. Concept Mapping helps students to improve learning outcomes. Sampling using purposive sampling technique. while the sample in the study consisted of 2 classes, namely class 5 a as the experimental class 1 for Testing the Effect of the Cooperative Learning Model type Number Head Together and Concept Mapping on Student Learning Activities and Outcomes, and Class V b as the experimental class 2. The Cooperative Learning Model Type Number Head Together and the Concept Mapping Learning Model have a significant effect on Learning Activeness and Student Learning Outcomes in Class V Science Subjects at SD Negeri 11 Rantau Selatan. However, when analysed on the aspect of a stronger influence on Activities and Learning Outcomes, based on the results of the above calculations, it is obtained data that the Concept Mapping Learning Model has a stronger effect on student learning activeness compared to learning outcomes in science subjects. The Number Head Together Learning Model has a stronger influence on the results than the student learning activity in science learning materials.

Increasing the Ability of Indonesian in Determining Story Elements by Applying Concept Mapping Methods Assisted by Graphic Media

<p><em>The purpose of this study is to improve Indonesian language skills in determining the elements of the story by applying the concept mapping method assisted by graphic media. The research conducted was a Classroom Action Research (CAR) in two cycles, with each cycle consisting of one meeting. In cycle I, the results of student activities through evaluation were obtained from all students as many as 35 students, there were 20 students completed and 15 students had not completed, with a persetanse of 57% and 43%. In the second cycle, it was decided that the students experienced an increase in completeness as expected. In cycle II, there were 29 students who had completed and 6 students who had not yet completed, with a percentage of 83% and 17%. The application of the Concept Mapping learning model can improve the learning outcomes of Class 4 students in Indonesian muples in determining the elements of the story. Students will always remember as provisions for the future in everyday life, students are able to determine the elements of the story correctly.</em></p>