Map Learning Research Articles

Visual Resources for Learning Thermodynamics: A Neuroeducation Perspective

Thermodynamics is an engineering subject that is particularly difficult to teach and learn because it requires strong abstract theoretical concepts and extensive multidisciplinary knowledge. This manuscript introduces mind map learning as an alternative methodology for structuring both the learning and teaching processes in a transparent way for students in the context of thermodynamics. Mind maps help students to learn in a non-linear way promoting out-of-the-box thinking. In a quantitative pre–post study, the student knowledge outcomes were investigated through surveys and compared with the results of a control group. Factor analysis was carried out grouping four principal categories (66% of the total variance): visual insight to create links between pre-existing and new knowledge; motivation, related to curiosity to learn new concepts; applicability and critical thinking. Cronbach’s alpha was 0.84, which revealed good internal consistency. The results obtained are explained through constructivist and neuroeducation theories pointing out the relevance of the following concepts: alignment between pre-existing and new knowledge, learning improvement when multisensorial resources are used (like visual forms, font size, colors, hearing, speaking, etc.), and the impact of visual information on brain executive functions. The key to genuine education is curiosity and experience, as well as diving into hands-on learning, asking questions, and experimenting to truly grow.

A - 164 Executive Functioning Predicts Comparable Autobiographical Memory Accuracy in Severe TBI Adults and Controls.

The present study investigated the association between executive functioning (EF) and cognitive script accuracy for autobiographical events in adults with severe traumatic brain injury (sTBI). Sequelae of sTBI commonly disrupt brain areas responsible for EF and retrieval of autobiographical knowledge, but script impairments are not consistently found, likely due to protocol differences, sample heterogeneity, and failure to assess for event exposure pre-injury. The present study remedied these issues obtaining a realistic assessment of script knowledge and its relation to EF. Twenty sTBI adults and 20 healthy controls recruited from a post-acute neurorehabilitation facility completed tasks evaluating autobiographical knowledge (central actions [CAs], trivial actions [TAs]) for three common events using multiple memory measures (recall, prediction, recognition). EF was assessed with standardized neuropsychological tasks of verbal fluency and social judgment. Controls performed better than sTBI adults on all EF measures (p < 0.001), and recalled a greater proportion of CAs (F[2,19] = 4.63, p < 0.05) but similar proportions of TAs (p = 0.952). Groups did not differ in predicting (p = 0.989) or recognizing (p = 0.202) autobiographical events. EF predicted CAs (R2 = 0.425, F[2,37] = 13.66, p < 0.001) and TAs (R2 = 0.201,F[2,37] = 4.66, p < 0.05) in both groups after controlling for estimated premorbid functioning. Severe TBI adults are fairly knowledgeable about common events. Executive dysfunction may inhibit successful initiation and completion of such events. Errors rarely occurred with these familiar events and within easier memory paradigms. Thus, development of therapies introducing a graded integration into novel events is a realistic goal. Because results are based on confirmed autobiographical events, these conclusions elicit greater confidence than ever before.

Implementasi Merdeka Belajar Guru Penggerak dalam Merealisasikan Pembelajaran Berbasis Kurikulum Merdeka di Sekolah Dasar

Independent learning is an essential element in an independent curriculum that is driven or led by a driving teacher. The analysis in this study uses qualitative methods. The main objective is to analyze and formulate the stages in implementing independent learning for driving teachers to realize an independent curriculum. As for the independent curriculum itself, in its implementation it is dynamic, flexible and changes according to the educational needs of each school. In planning independent learning activities, this can be done by: developing a learning framework, mapping competency standards and learning assessments, mapping learning according to the Pancasila student profile, and setting a flow of learning objectives. Whereas in implementing the independent curriculum, it can carry out learning contracts between teachers and students, carry out literacy and numeracy-based learning, and apply discussion and collaboration learning methods. The orientation of learning activities in the independent curriculum is the freedom of students and teachers in carrying out learning. So that learning that is oriented towards an independent curriculum can be carried out by free, creative and innovative in accordance with the interests of students and is able to develop their talents.

Geometric-driven structure recovery from a single omnidirectional image based on planar depth map learning

Geometric-driven structure recovery from a single omnidirectional image based on planar depth map learning

Literature Review of the Effectiveness of the Mind Mapping Learning Model on the Science Learning of Class IV Students of SDN Batulaccu

This research aims to analyze the effectiveness of using the Mind Mapping model in science learning. This literature review is used to strengthen the analysis from the various sources used. The literature study in this writing was taken from various data sources related to previously published journals related to the mind mapping model for science learning in elementary schools. Data collection was carried out by tracing data sources from online journals on Google Scholar with journals from the last 5 years. The results that the author obtained from this search were reviewed using analytical descriptive principles. Based on the results of data analysis from various sources, the use of the mind mapping learning model has had a positive impact on science learning with many different improvements in each lesson.&#x0D; &#x0D; Keywords: Learning model; Mınd Mapping learning model; Contextual based learning; Science learning; Elementary school.&#x0D;

UPAYA GURU DALAM MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN METODE MINDMAPPING PADA MATA PELAJARAN IPA DI SDN DURI KEPA 03

The research was conducted in class III B at SDN Duri Kepa 03 in the odd semester of the 2021/2022 academic year with 32 students. The stages of this research were carried out in two cycles: (1) the planning stage, (2) the action implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection in the study included observation sheets of student learning activities, teacher observation sheets of activities when the mind mapping learning method was used, and test questions that measure student learning outcomes in terms of material changes in the shape of objects used. Data analysis techniques in this study used qualitative and quantitative analysis. The results of this study indicate that the use of the mind mapping learning method on changing the shape of objects can improve student learning outcomes at SDN Duri Kepa 03. These results can be seen from Cycle I, where the average class achievement was 72.81 at the completeness level of 20 students (62, 5%), while in Cycle II the class average was 72.81 at the completeness level of 28 students (87.5%). score increases. By using mind mapping techniques in this learning activity, you will find that learning outcomes and students' responsiveness to learning materials increase. Classroom learning encourages students to be more active and curious about what is being taught.

PENINGKATAN HASIL BELAJAR IPA DENGAN MODEL PEMBELAJARAN MIND MAP UNTUK PESERTA DIDIK KELAS III DI SD N CIPOCOK JAYA 2

The teacher is responsible for preparing everything in learning activities so that they can run effectively and efficiently to be able to support student learning outcomes to the maximum. Applying a learning model that can attract students' interest and invites students to play an active role in building the knowledge they have through the mind map learning model, especially in science learning. This research is a Classroom Action Research (CAR) aimed at improving the learning process to get maximum learning outcomes. The research was conducted in class III of SD N Cipocok Jaya 2 in science learning. The results showed that the completeness of the pre-cycle learning outcomes was 43.33% of all students. In cycle I, learning outcomes increased by 16.7%, and the percentage level in cycle I reached 60%. The frequency of students who were declared to have passed the KKM in science learning increased from initially only 13 students to 18 students. Deficiencies made in learning cycle I have been corrected in the implementation of learning Cycle II and showed learning outcomes increased by 26.67% and the percentage level in Cycle II reached 86.67%. The frequency of students who were declared to have passed the KKM in science learning in cycle I increased from initially only 18 students to 26 students in cycle II

Using Digital Mind Mapping with Microsoft 365 to Improve Student’s Creative Thinking on Biology

Creative thinking skills are one of the 21st-century life skills. The development of students’ creative thinking skills is important as a learning goal. However, learning in schools still tends to prioritize short-term learning outcomes on product dimensions only. The mind mapping method in blended learning activities with the help of Microsoft 365 provides space for students to develop their creativity. This study aims to develop students' creative thinking skills through the Microsoft 365-based mind mapping method. A total of 68 students from public high schools in Jakarta were sampled in this experimental study. The results showed that there was an increase in the indicators of students' creative thinking in the experimental class on indicators of originality of 70.3%, flexibility of 61.3%, fluency of 30%, and better than the control class. Microsoft 365-based mind mapping learning can be used as an alternative in creating a learning atmosphere that develops creative thinking skills because students have the authority to arrange concepts to be conveyed by choosing words that represent concepts, through colors and appropriate forms of symbols. with student creativity. Microsoft 365 has features that can facilitate interaction in class, as well as reach individual student needs through the personalized section in the one-note feature. Other features, such as Microsoft Sway, Microsoft Forms, and Microsoft PowerPoint 365 provide full support for classroom learning interactions with the mind mapping method

3-WAY Secured WSN with CSDSM-DNN based Intrusion Detection Model

In Wireless Sensor Networks (WSNs), intrusion aims indegrading or even eliminating the capacity of these networks for providing their functions. Thus, in recent years, several ideas are brought and employed. However, these techniques still did not fulfill their requirements in attaining better classification accuracy. This paper proposes a novel Cosine Similarity Distance integrated Sammon Mapping learning layer-Deep Neural Network (CSDSM-DNN)-centricIntrusion Detection Model (IDM) in WSNfor attaining better outcomes. Initially, the nodes are clustered; after that, utilizing Binomial Distribution based Dwarf Mongoose Optimization (BD-DMO), the cluster heads are selected. Then, theIdentity Matrix Function-Kalman Filter (IMF-KF) identified the optimal route. Subsequently, the data is transferred via the secured route. The transferred data is pre-processed and then, the important features are selected. Lastly, to classify whether the data is attacked or non-attacked, the selected features are given into the CSDSM-DNN. Therefore, with the prevailing approaches, the experiential outcomes are evaluated and analogized and it exhibits the proposed model’s higher reliability and efficacy.

Deep-OSG: Deep learning of operators in semigroup

This paper proposes a novel deep learning approach for learning operators in semigroup, with applications to modeling unknown autonomous dynamical systems using time series data collected at varied time lags. It is a sequel to the previous flow map learning (FML) works [Qin et al. (2019) [29]], [Wu and Xiu (2020) [30]], and [Chen et al. (2022) [31]], which focused on learning single evolution operator with a fixed time step. This paper aims to learn a family of evolution operators with variable time steps, which constitute a semigroup for an autonomous system. The semigroup property is very crucial and links the system's evolutionary behaviors across varying time scales, but it was not considered in the previous works. We propose for the first time a framework of embedding the semigroup property into the data-driven learning process, through a novel neural network architecture and new loss functions. The framework is very feasible, can be combined with any suitable neural networks, and is applicable to learning general autonomous ODEs and PDEs. We present the rigorous error estimates and variance analysis to understand the prediction accuracy and robustness of our approach, showing the remarkable advantages of semigroup awareness in our model. Moreover, our approach allows one to arbitrarily choose the time steps for prediction and ensures that the predicted results are well self-matched and consistent. Extensive numerical experiments demonstrate that embedding the semigroup property notably reduces the data dependency of deep learning models and greatly improves the accuracy, robustness, and stability for long-time prediction.

ON DISCURSIVE CONSTRUCTION OF THE FUTURE WORLD: AXIOLOGICAL ASPECT

The article considers the axiological aspect of the future world construction in the English political discourse. The image of the future is regarded as a mental structure shaped by linguoaxiological operations. Its content is predetermined by the axiological scenario of the present, encoded by language units. The critical role of the concept “innovation” in the construal of the future world image has been revealed. The tool kit of the future world construal consists of: 1) a cognitive script of the future; 2) means of its verbalization; 3) discourse illocutions. Axiologems that model the future world image are identified: “progressiveness”, “importance”, “necessity”, “completeness”, “fantasticality”.

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 &gt; 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 &gt; 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.

Penerapan Model Pembelajaran Mind Mapping Untuk Meningkatkan Motivasi Belajar IPS Siswa Kelas VIII MTS Miftahul Huda Ngeni Wonotirto Blitar

The aim of this research is to increase students' social studies learning motivation through the application of the mind mapping learning model, this is due to the low level of students' learning motivation towards social studies subjects at MTs Miftahul Huda Ngeni Wonotirto Blitar. This study uses a descriptive qualitative approach. Data collection techniques using interviews, observation, and documentation. The results of this research are (1) The steps for implementing the mind mapping learning model begin with determining the objectives to be achieved in learning, determining the material that will be presented in the mind map. After the material is determined, the next step is to prepare supporting tools. The next step is the learning process using the mind mapping learning model. (2) Student responses to the application of the mind mapping learning model get a good response from students. Students are more enthusiastic when learning activities use the mind mapping learning model. (3) The implications of applying the mind mapping learning model are a) students are interested in paying attention to the material presented, b) students become easier to understand the material, c) students become more enthusiastic about learning than usual, d) students become more active in learning activities using mind mapping model, e) student learning motivation has increased, besides that it will affect student learning outcomes.

Cognitive scripts and narrative identity are shaped by structures of power

Constructing a narrative identity involves developing an understanding of oneself as integrated through time and across contexts, a task critical to psychosocial development and functioning. However, research has primarily focused on the individual in isolation or in highly localized contexts. This is problematic because narrative identity is profoundly shaped by structures of power; thus, we cannot understand how individuals understand themselves through time, across contexts, and as a member of a particular community without attention to the structure of society. We propose a structural-psychological framework for the study of autobiographical memory, narrative, and context that examines how structures of power are maintained, and potentially changed, through the narration of autobiographical events, as guided by cognitive scripts, or master narratives.

Pengaruh Penerapan Model Pembelajaran Mind Mapping terhadap Kemampuan Berpikir Kreatif Matematis Siswa Kelas IV Sekolah Dasar

The goal of this study is to describe the effect of application the mind mapping learning model on the mathematical creative thinking skills of fourth grade students at elementary school using a Nonequivalent control group in experimental research. 34 students from class IV A (the experimental class) and 35 students from class IV C (the control class) from SD Muhammadiyah 2 Pontianak made up the research sample. Data collection methods using instruments like essay tests and measurement methods. According to the findings of a statistical analysis. The experimental class's pre-test and post-test results were 36 and 67, respectively. Pre test and post test results for the control group scores were 40 and 55, respectively. Based on the results of the t-test calculation, tcount (4.202)&gt; ttable (1.996) (α = 5% and dk = 67), Ha is then approved. Results are up to 0.7 in the medium criteria according to the effect size calculation. Thus, it can be said that the use of the mind mapping learning paradigm has a beneficial effect on class IV elementary school students' capacity for creative mathematical thought.

Bermain dan Belajar Ilmu Tajwid dengan Media Mind Mapping di TPQ Desa Bedah Lawak

Learning and understanding the science of recitation is very important because the law of reading the Qur'an with tajwid is fardhu 'ain, especially for future students of tahfidz candidates, especially in the implementation of learning at TPQ. In fact, there are often problems with learning tajwid at TPQ, especially in the village of Bedah Lawak, because the learning method is less attractive to students. As an effort to overcome this, the implementation of community service is carried out by empowering the way of teaching tajwid science at TPQ by using the mind mapping method. Based on the results of the implementation of community service by assessing the results of the application of mind mapping to students at TPQ, the score above the average score was 51.9 in the category of very good student response. This shows that the socialization of tajwid science using mind mapping learning media is well received. The dissemination of the science of recitation using mind-mapping learning media can provide a new understanding of TPQ youth, especially TPQ in Bedahlawak Village.

PENERAPAN MODEL PEMBELAJARAN MIND MAPPING UNTUK MENINGKATKAN KEAKTIFAN BELAJAR DAN KEMAMPUAN BERPIKIR KREATIF

This study aims to describe the application of the Mind Mapping learning model and to analyze the increase in learning activeness and creative thinking abilities of students in Thematic learning for class V Elementary School 171 Rejang Lebong. This research is a Classroom Action Research (PTK) with students of class V Elementary School 171 Rejang Lebong in the academic year 2020/2021 as the subjects; consists of 21 students, 9 male students and 12 female students. This study consisted of 2 cycles, each cycle consisted of 3 meetings. The data collection was observation techniques, then followed by analyzing the data using a formula that is processed descriptively, namely quantitative analysis. The research instrument was an observation sheet of learning activeness and creative thinking ability. The results showed that the implementation of the Mind Mapping learning model had increased from Cycle I to Cycle II. It can be seen from the increased activeness and creative thinking ability of the students. The average result of the learning activeness of the students in the first cycle was 58.15% in the sufficient category, then increased to 79.19% in the second cycle in the good category. The average result of students’ creative thingking abilitu in the first cycle was 59.79% in the sufficient category, then increased to 77.14% in the good category. Therefore, the application of the Mind Mapping learning model can increase learning activeness and creative thinking ability for fifth grade students of Elementary School 171 Rejang Lebong.Keywords: Mind Mapping Model, Learning Activeness, Creative Thinking Ability

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

Cognitive semantics and polysemy of the verb predicate верить (on the material of religious and common discourse contexts)

This article is devoted to the study of the polysemy of the verb predicate верить in the cognitive-discursive methodology. The relevance of the research is due to the irrelevance of the traditional approach, the impossibility of describing the mechanisms of the development of word meanings as metaphorical, metonymic, or functional transference, as well as the need to understand and explain the contradictions in the semantics of the verbal predicate that arise in the contexts of various discourses. As a result of the analysis, a system of parameters was determined, which constitutes a single analytical apparatus of the cognitive-discursive methodology. On the basis of the analysis, we explicated cognitive features, which in our opinion, embodies the gestalt script of the religious conceptual space of Faith, determined the internal form of the concept of Faith, which acts as a cognitive script and induces all the contextual meanings of the verb predicate верить; compiled typology of the contexts of usage of the verb and differentiated several of its meanings. The subject of our attention was the meaningful difference between the contexts of religious discourse (я верю в бога) and common (я верю в тебя/ прогресс компьютерной техники). The use of terms gestalt, background-figure, focusing-defocusing made it possible to compare the semantics of the verbal predicate in the contexts of religious and common discourses, as well as to trace the distribution of attention in the semantic-syntactic organization of different contexts and the game of cognitive focus at the conceptual level (gestalt scenario). Focusing the interlocutor's attention on the meanings required in the course of religious/common communication, as well as obscuring the background meanings ensures the polysemy of the verb predicate верить.

PENGARUH MODEL PEMBELAJARAN MIND MAPPING TERHADAP HASIL BELAJAR SISWA PADA SUBTEMA 3 PERISTIWA MENGISI KEMERDEKAAN DIKELAS V SDN 01 SITIUNG

This research was driven by the desire to investigate the impact of subtheme 3 on student learning outcomes. Even though independence activities have been carried out, there are still many fifth grade students at SDN 01 Sitiung who have not achieved Minimum Competency (KKM), especially in the sciences field, especially theme 7 sub-theme 3. This research seeks to determine the effect of the Mind Mapping learning approach on student academic achievement by comparing their learning outcomes before and after its implementation.This type of research is a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The population of class I-VI students at SDN 01 Sitiung, the sample used by class V students at SDN 01 Sitiung was 25 people. The data collection method used in this research is saturated sampling. The use of written test techniques, especially test sheets, for data collection purposes is a common practice in educational research. The statistical analysis methodology used in this study includes the Normality test and Hypothesis test using SPSS..The results of the analysis of the hypothesis test data on the paired sample test with a significant level of 0.05, show that the sig (2-tailed) result is smaller than the test data or equation 0.002 &lt;0.05, then H0 is rejected. The criteria for testing the hypothesis, it was concluded that there was a significant influence of the Mind Mapping learning model on the learning outcomes of sub-theme 3 science material in class V SDN 01 Sitiung.