Map Learning Strategy Research Articles

Enhancing Elementary School Student Learning Outcomes through the Use of Mind Mapping Learning Strategies

One way to help students become more creative in the learning process is to use the mind mapping method. The purpose of this study was to examine how the mind mapping approach can be used to enhance student learning results. This study falls under the category of qualitative research using a descriptive study design. research that aims to describe and analyze the subject of the study—be it an object, phenomena, event, or issue. Observation, interviews, and documentation methods were used as data gathering methods. Data was gathered for this study, which involved multiple primary school children. the outcomes of the information that researchers gathered from sources, including facts discovered through field observations. Learning leads to a shift in behavior rather than mastery.

Generating Creative Scientific Ideas in Collaborative Learning Using Computer-Based Mind Mapping

Creativity is widely described as a key 21st-century skill. Science education has emphasized the development of creative ideas or innovative solutions with the support of technology. Several research results have shown that the collaborative learning model is the most widely applied treatment and has proven to awaken students' creative thinking abilities. This study aims to generate scientific creative ideas through scientific creative assignments by applying a computer-based Mind Mapping learning strategy in collaborative learning. This research is an exploratory study investigating how Science Education students engage in tasks to generate scientific creativity with technological support, specifically how they generate ideas in small groups by applying relevant thinking strategies, engaging in social communication, and building computer-based creative ideas. Do high- and low-performing groups differ in their idea-generation process, and if so, what are the differences? Mind mapping to facilitate group thinking. The participants were 16 3rd semester students who worked on a series of scientific creativity tasks in 4 groups. All categories emerged in the conversations, although the percentage of frequency varied. Compared to low-performing groups, high-performing groups engaged more in divergent thinking, mind mapping, and regulative discussions, in addition to making these activities more closely connected with idea generation. These findings have implications for the design of technology-supported educational interventions intended to promote and improve group creativity in science education.

Pengaruh Strategi Pembelajaran Peta Pikiran terhadap Motivasi Belajar dan Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa Kelas V di Sekolah Dasar Nomor 6 Benoa

Motivation and student learning outcomes are still problems in Sekolah Dasar Nomor 6 Benoa, especially in the subjects of Hinduism and Moral Education. Improvements are still being carried out, which is by implementing a mind map learning strategy. The mind map learning strategy provides an opportunity for students to record the information they find during the learning process in a fun way. The purpose of this study was to analyze and explain (1) the effect of mind map learning strategies on the learning motivation of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa, (2) the effect of mind map learning strategies on learning outcomes of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa. This research was quasi-experimental with a non-equivalent control group pretest-posttest design. The instruments used in this study were questionnaires and tests. Mancova was used to test hypotheses I and II. Based on the results of the analysis, the average score of students' learning motivation in the experimental class was greater than that of the control class (78.63 > 69.33). In addition, the average score of student learning outcomes also shows that the average score in the experimental class is greater than the control class (78.90 > 64.77). The results of the hypothesis testing show that: (1) there is a significant influence between mind map learning strategies on the learning motivation of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa, (2) there is a significant influence between mind map learning strategies on learning outcomes of Hindu Religious Education and Characteristics of fifth-grade students at Sekolah Dasar Nomor 6 Benoa.

IMPLEMENTATION OF MIND MAPPING LEARNING STRATEGIES TO IMPROVE THE CREATIVITY OF STUDENTS SMA NEGERI 1 KUTA UTARA

IMPLEMENTATION OF MIND MAPPING LEARNING STRATEGIES TO IMPROVE THE CREATIVITY OF STUDENTS SMA NEGERI 1 KUTA UTARA

DHD-MEPO: A Novel Distributed Coverage Hole Detection and Repair Method for Three-Dimensional Hybrid Wireless Sensor Networks

A coverage hole is a problem that cannot be completely avoided in three-dimensional hybrid wireless sensor networks. It can lead to hindrances in monitoring tasks and adversely affect network performance. To address the problem of coverage holes caused by the uneven initial deployment of the network and node damage during operation, we propose a distributed hole detection and multi-objective optimization emperor penguin repair algorithm (DHD-MEPO). In the detection phase, the monitoring region is zoned as units according to the quantity of nodes and the sensing range, and static nodes use the sum-of-weights method to campaign for group nodes on their terms, determining the location of holes by calculating the coverage of each cell. In the repair phase, the set of repair nodes is determined by calculating the mobile node coverage redundancy. Based on the characteristics of complex environments, the regions of high hole levels are prioritized. Moreover, the residual energy homogeneity of nodes is considered for the design of multi-objective functions. A lens-imaging mapping learning strategy is introduced to perturb the location of repair nodes for the optimization of the emperor penguin algorithm. Experimental results illustrate that the DHD-MEPO, compared with the C-CICHH, 3D-VPCA, RA, EMSCOLER, and IERP algorithms, can balance the uniformity of the residual energy of each node while satisfying the network coverage requirements and network connectivity, which effectively improves the network coverage performance.

Evaluation of the Mind Mapping Learning Strategy's Effectiveness on Permanent Learning

Evaluation of the Mind Mapping Learning Strategy's Effectiveness on Permanent Learning

Improving Students’ Creative Thinking Skills through Mind Map Integration in Akidah Akhlak Subject

<span lang="EN">The purpose of this study is to find apply <em>mind map </em>strategies on creativity thinking skills in akidah akhlak. The use of <em>mind</em> maps is done by recording creatively about key materials that can make it easier for students to remember a lot of information, students to perform improvisation in akidah akhlak activities. This research using quantitative methods. The sample used was a number of 30 students of MI Negeri Cirebon with </span><span lang="EN-US">data</span><span lang="EN">collection techniques using questionnaires and documentation. While the data analysis statistics technique is carried out by means of SPSS-assisted analytical statistics through <em>the paired samples</em> <em>t-test</em>. The results is <em>Mind Map</em> learning strategies can increase students' learning creativity in akidah akhlak because they are fun, immersive and bring out unlimited creativity, provide flexible thoughts, can focus more attention, and increase the understanding of the object to which it is intended because it is filled with images with interesting branches made by students themselves. Based on paired samples t-test test obtained a significance value (2-tailed) of 0.000 < 0.05, so the results of this study showed that there was an influence on the application of mind map learning strategies on learning creativity in akidah akhlak subjects</span><p> </p>

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

Aktivitasi Belajar Siswa Dengan Penggunaan Strategi Belajar Mind Map

This study aims to produce an increase in student learning activities through the use of mind map learning strategies for class IX-4 students of SMP Negeri 8 Padangsidimpuan in the 2021-2022 academic year. The subjects of this study were students of class IX-4 SMP Negeri 8 Padangsidimpuan, totaling 30 people. This type of research is classroom action research (CAR) with the application of a Mind Map. The parameters observed were limited to: student activities during learning, the results of students' psychomotor abilities in making mind maps and student responses to mind map learning activities obtained after learning activities. The data obtained were analyzed by the percentage of value acquisition with descriptive and qualitative descriptive techniques. The results showed that in the first cycle the percentage of all activities was 51.79%, while in the second cycle the percentage of all activities was 72.07%, an increase of 20.28%. The results of the Mind Map assessment in the first cycle showed a percentage value of 69.3% or sufficient. Meanwhile, in Cycle II, the percentage value of 80.3% or good increased by 11% from Cycle I. Student responses to learning with the mind map learning strategy were very positive. Based on the results of the research above, it can be concluded that learning using mind map learning strategies on ecosystem materials in class IX-4 has increased from cycle I to cycle II.

Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking

It is crucial to design learning strategies for English as Foreign Language (EFL) learners in the context of proliferating and cultivating argumentative speaking. Argumentation mapping aims to provide a visual depiction of collaborative arguments in order to unravel students' engagement in constructing argumentative discussion. The employment of argumentation mapping is fundamental to maintaining students' virtual social practice. However, in the conventional argumentation mapping approach, the acquisition of argumentation skills does not yield successful argumentative dialogue-to-speaking practice. The collective reflection aims to promote a group of learners’ reflective thinking and higher order thinking by way of collaborative tasks and group monitoring. This strategy allows students to reflect on their group works when dealing with argumentative knowledge. Hence, this study referred to the educational theory of collective reflection practice and proposed its practice in the Collective Reflection-based Argumentation Mapping (CR-AM) learning strategy. This strategy was applied to an EFL speaking course to enhance students' argumentative speaking. Twenty-four students were recruited as the CR-AM strategy group, with 22 in the conventional Argumentation Mapping (AM) strategy group. The findings indicated that the CR-AM learning strategy could significantly improve students' argumentative speaking performance and their lexical complexity. Although students' critical thinking was at an equivalent level in both groups, students' communication and collaboration tendencies were much higher in the CR-AM strategy group. Based on the argumentation mapping discourse, it was verified that instructing students to extend their activities of classifying collective arguments and monitoring group reflection could effectively support their engagement in argumentation mapping discourse and enhance their argumentation skill performance.

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.

PENINGKATAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN SELF-CONFIDENCE SISWA SMA MELALUI STRATEGI PEMBELAJARAN THINK, TALK, WRITE (TTW) DENGAN MIND MAPPING

Mathematical creative thinking ability is very important in life and all the problems that exist in it by obtaining, managing and utilizing information. To achieve mathematical creative thinking ability, requires the strong character one of which is self-confidence. However in reality mathematical creative thinking ability and self-confidence of students in Indonesia is still low. One alternative learning to improve mathematical creative thinking ability and self-confidence is the Think, Talk, Write (TTW) with Mind Mapping learning strategy. The purpose of this study are: 1) To find out the increase in mathematical creative thinking abilities of students who obtain TTW strategies with Mind Mapping is higher than students who obtain conventional learning models; 2) To find out the achievement of self-confidence of students who obtain TTW strategies with Mind Mapping is better than students who obtain conventional learning models; 3) To find out whether there is a positive correlation between mathematical creative thinking abilities and self-confidence of students who obtain TTW strategy with Mind Mapping. The method used in this study is a quasi-experimental method with a pretest-posttest control group experimental design. The population of this study was tenth grade students of High School No. 15 Bandung. The sampling technique was purposive sampling, using two classes, namely the control class and the experimental class. Based on the results of data analysis, the following conclusions are obtained: 1) The increase in mathematical creative thinking abilities of students who obtain TTW strategies with Mind Mapping is higher than students who obtain conventional learning models; 2) Self-confidence of students who obtain TTW strategies with Mind Mapping is better than with students who obtain conventional learning models; 3) There is a positive correlation between mathematical creative thinking ability and students' self-confidence who obtained the TTW strategy with Mind Mapping. Keywords: Mathematical Creative Thinking, Self-Confidence, TTW, mind mapping

Respon Siswa Terhadap Pembelajaran Tarkib Berbasis Mind Mapping di Masa Pandemi Covid-19

This research aims to show the practice of tarkib learning using mind mapping learning strategies and determine the students' responses to applying the learning model at MA Almaarif Singosari Malang. This learning process has a limited duration of learning meetings during the Covid-19 pandemic. This research is qualitative and descriptive. The data source consisted of students of class XII MIA 3 second session of MA Almaarif Singosari Malang. Data collection techniques were carried out by interview, questionnaire, and documentation. The data validation is used the triangulation technique. The data analysis technique is used the Mile and Huberman, namely: data collection and checking, data reduction, data presentation, and inference. This study's results indicate that students' positive responses to the application of the mind mapping learning model in tarkib learning were much higher than the negative responses. Therefore, seen from the perspective of student responses, the mind mapping learning model is suitable for tarkib learning in class, especially for courses with limited face-to-face time duration.

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.

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

Mathematical self-concept among prospective teachers

Mathematical self-concept (MS-C) is an important construct that prospective mathematics teachers must have in mathematics learning. The aim of the research was to analyze the increase of MS-C of prospective mathematics teachers. The research was quasi-experimental with the design of one group pretest-posttest. The results showed that for prospective teachers, MS-C increased in the medium category while the MS-C indicators achieved in the medium and low categories. The increase of MS-C is due to the effectiveness of collaborative mind mapping (CMM) learning strategy and the process of strengthening MS-C capacity of prospective teachers. The CMM facilitates prospective teachers to construct creative ideas through structured collective ideas that support the increase of MS-C among prospective teacher.

UPAYA PENINGKATAN KUALITAS PEMBELAJARAN BIOLOGI MELALUI PEMBELAJARAN BERMAKNA DENGAN MENGGUNAKAN PETA KONSEP

One of the efforts to increase instructional effectiveness is by developing a meaningful learning strategy thought using concept mapping. The instructional objectives at school are not only to increase the academic achievement but also the ability and skill of the students in order to be able to understand the process of improving knowledge, attitude to the subject which is studied, and attitude to the environment, too. The instructional strategy with concept mapping is one of the alternatives that can provide the result of all aspects that are hoped to reach the instructional objectives. The concept mapping learning strategy signifies the students reorganize the new knowledge by inserting the concept into the net hierarchically and describe their connection in a diagram and combine it into a greater knowledge structure. The organizing of conceptual understanding well will aid the meaningfulness of students learning, so, the students are easier to understand the material of the lesson being studied.