Mind Mapping Method Research Articles

Effectiveness of the CIRC model using mind mapping method toward student learning outcomes

Tujuan dari penelitian ini untuk mengetahui perbedaan hasil belajar aspek kognitif dan psikomotor siswa, antara model pembelajaran CIRC menggunakan metode mind mapping, dan model pembelajaran CIRC menggunakan concept mapping. Penelitian ini tergolong penelitian quasi experimental, dengan desain nonequivalent control group. Instrumen pengumpulan data menggunakan tes hasil belajar kognitif, dan pengamatan hasil belajar psikomotor. Tes hasil belajar dilakukan sebanyak 2 kali yaitu pretest dan posttest. Peningkatan hasil belajar kognitif diperoleh melalui perhitungan nilai N-Gain score, sedangkan pengamatan hasil belajar ranah psikomotor dilakukan 1 kali oleh 2 orang pengamat. Uji statistik melalui uji beda yang dilakukan setelah uji normalitas. Hasil penelitian menunjukkan bahwa rata-rata N-Gain score dari hasil belajar kognitif CIRC-mind mapping yaitu 74, sedangkan pada CIRC-concept mapping adalah 64. Nilai hasil belajar aspek psikomotor berdasarkan kesepakatan antar pengamat adalah 96 pada CIRC-mind mapping, sedangkan pada CIRC-concept mapping yaitu 93. Dapat disimpulkan bahwa hasil belajar aspek kognitif dan psikomotor siswa lebih tinggi pada pembelajaran dengan CIRC-mind mapping, daripada model CIRC-concept mapping. The purpose of this study was to determine the differences in students' cognitive and psychomotor learning outcomes between the CIRC learning model using the mind mapping method and the CIRC learning model using concept mapping. This research was a quasi-experimental study with a nonequivalent control group design. The data collection instrument used a learning outcome test-cognitive and psychomotor learning outcome observations. Cognitive learning outcomes tests were carried out two times, namely, pretest and posttest. The increase in cognitive learning outcomes obtained by calculating the N-Gain score. Observation of psychomotor learning outcomes was carried out once by two observers. The statistical test in this study was a different test carried out after the normality test. The results showed that the average N-Gain score from cognitive learning outcomes CIRC-mind mapping was 74, while CIRC-concept mapping was 64. Psychomotor learning scores based on the agreement between observers were 96 on CIRC-mind mapping, while CIRC-concept mapping was 93. The cognitive and psychomotor learning outcomes of students using CIRC-mind mapping are higher than using CIRC-concept mapping.

Developing Story Writing Skills with Fourth Grade Students' Mind Mapping Method

The aim of this study is to develop story-writing skills by using the mind map method of fourth grade primary school students. In this respect, the study was designed as a mixed-method research in which quantitative and qualitative research is used together. Quantitative dimension of the study pre-test the post-test was designed as qualitative dimension action study with semi-experimental model. The sample of the study is composed of three classes at the fourth-grade level of two equal state schools in Mentese district of Mugla province during the fall semester of 2016-2017 academic year. One of the three groups was chosen as the experimental group and two were selected as the control group. Studies have been made to experiment group; writing story with mind map method, to first control group; story-writing-work with homework, to second control group; the study was carried out in line with the Turkish Course curriculum. In the workshop carried out with experimental group, students were given a mind map study during 1 course, story maps and story writing studies during 1 course. The workshop lasted 10 weeks. In the workshop made with the first control group, students were asked to write stories by using the given subjects. No intervention was taken into the second control group. As a result of the study, it was concluded that the mind map method applied to the experiment group was more effective than other workshops.

Enhancement Of Science Learning Outcomes Through Two Stay Two Stray Learning Model Assisted With Mind Mapping Media

The implementation of this research is based on the problems found at the time of observation, namely the difficulty of students learning, especially in science learning that has an impact on student learning outcomes and learning that is still teacher-centered that causes students to be passive. Based on these problems, this study aims to improve the learning outcomes of science students in grade V elementary school. This type of research is a quasi-experimental design with Nonequivalent Control Group Design. The research design used is the post-test only control group design. The population in this study amounted to 147 students consisting of four classes. The determination of the sample is done by random sampling in the form of a draw. The number of samples was 72 students, namely the experimental class totaling 36 students and the control class totaling 36 students. The students' natural science post-test data collection is done by using multiple-choice objective test methods. Then, the t-test formula was analyzed. From the results of the analysis, it was shown that t-count = 3,920 was obtained and compared with t-table at the 5% significance level and dk = 36 + 36-2 = 70 so that the price of t-table = 1.99444 was obtained. Based on these results, there are significant differences in science learning outcomes between the classes given the treatment of the TSTS learning model aided by the mind mapping method and the classes given the treatment of conventional learning models. The results of the calculations obtained the experimental class has a higher mean than the control class, which is 79.06>68.75. Based on this, the TSTS learning model is assisted by an effective mind mapping method to the science learning outcomes of fifth-grade students of elementary school.

Influence of Mind Mapping Towards Dental and Oral Hygiene Knowledge of Students

Background: One of the efforts to improve oral health, especially in children, is to carry out educational activities using Mind Mapping method since learning with this method is an easy way for students to understand the information about dental and oral health in the form of pictures, symbols or keywords so that it is interesting and does not bore students in receiving informationThe purpose of this study was to determine the effect of education with mind mapping methods on dental and oral health knowledge of fourth grade students MIN Mesjid Raya Kota Banda Aceh, Indonesia. Method: This type of research is a quasi-experiment with pre and post-test design with one group design. The research location was at MIN Mesjid Raya Kota Banda Aceh. The study was conducted with 49 respondents. The data collection techniques was in the form of questionnaires about dental and oral health knowledge consist of primary and secondary data. We used dependent T test with CI: 95% for data analysis. Results: The results showed the frequency of respondents’ knowledge with mind mapping media increased after being given education as much as 89.4% while before education was done using mind mapping methods is as much as 12.8%. The statistical test results obtained a p-value of 0,000 (<0.05) so that there is influence of mind mapping education on dental and oral health knowledge of the students. Conclusion: It can be concluded that there is an influence of mind mapping education methods on students’ dental and oral health knowledge. It is suggested to teachers to increase interest in efforts to promote health to students by increasing health education, especially regarding oral health.

PENINGKATAN PRESTASI BELAJAR BIOLOGI MATERI SISTEM PENCERNAAN MAKANAN DENGAN METODE MIND MAPPING PADA SISWA KELAS XI-MIA SMA NEGERI 1 MADAT TAHUN PELAJARAN 2018/2019

The purpose of this research is to determine the using of mind mapping method in improving the learning achievement of biology in the food digestion system material in class XI-MIA of Madat senior high school (SMAN 1 Madat). This research is a classroom action research that is conducted in two cycles. The problems in learning can gradually be solved by applying the mind mapping method. The use of mind mapping method can improve student learning achievement in learning biology of the food digestive system in class XI-MIA of Madat Senior High School (SMAN 1 Madat). This is indicated by the increased percentage of student completeness. In the first cycle (I), the percentage of student learning completeness is 19 (65,52%) students and in the second cycle (II), the percentage increases to 26 (89.66%) students. The mind mapping method gives the meaning for the student because every student experiences real learning by themselves and participates directly in learning. The level success of using the mind mapping method in improving the student learning outcomes in studying food digestive system material in class XI-MIA (SMAN 1 Madat) was successful. This is evident from the results of the assessment when learning by using the mind mapping method has increased. The average of every class increases from the first cycle (I) which is only 70.69% and in the second cycle (II) increase to be 86.21% in the student learning completeness. From the learning observation result, the percentage of 70% in the first cycle increases to 86% in the second cycle.

PENGARUH METODE MIND MAPPING TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN ILMU PENGETAHUAN SOSIAL KELAS V SD SE-GUGUS 3 TANJUNGSARI GUNUNGKIDUL

This study aims to determine differences in student learning outcomes in social studies learning between mind mapping learning methods classes and group discussion method classes. This research uses a quasi-experiment. The results showed that student learning outcomes in social studies learning were taught using the higher mind mapping method while those taught using the group discussion method were lower. T-test results obtained ttest = 3.7026 and ttable = 1.992. From the t-test, it can be concluded that ttest&gt; ttable, meaning that there are differences in social studies learning outcomes between the mind mapping method class and the group discussion method class. Based on the results of the t-test, it can be concluded that the mind mapping method is more influential than the group discussion method on social studies learning outcomes.

THE USE OF MIND MAP IN MASTERING VOCABULARY THROUGH PICTURE AT THE SEVENTH GRADE OF SMP NEGERI 4 LIBURENG

The aims of this research is to find out whether or not mind map through picture canimproves students’ vocabulary mastery. To analyze the data, a pre-experimentaldescriptive quantitative design was employed. It involves seventh graders class in aschool at Libureng in academic year 2010/2011 with number of students, 30 students(15 males and 15 females). In collecting the data, the present study used pre-test andpost-test as the instrument then calculated them by using normality, validity, reliability,gain test and t-test. The findings show that the value of t-obtained was 11,82 and thevalue of t-table at significance level of 5% was 2,045 with the degree of freedom(df=29). The result of t-obtained (11,82) indicates that H0 is rejected and consequentlythe H1 is accepted. It means that the use of mind map method can improves students’vocabulary mastery. The students claim that this method offers interesting learning,challenge creativity, and serves new simple method to memorize some vocabularies. So,it is recommended for further researcher to conduct a research for other skills andother methods.

Membangun Konsep Dasar Manajemen Pendidikan dengan Metode Mind Mapping pada Mahasiswa Tahun I Program Studi Manajemen Pendidikan Islam STAIN Mandailing Natal

The learning transformation at this recent days and it’s move from 4.0 to 5.0 area make every education institution should always upgrade with various developments in science and technology, if it’s not able to adjust to the pace of the movement, educational institutions are prepared to be unable to achieve their goal in a certain phase later. Beside that the learning methods should always be upgraded too. Mindmapping method is a method that can create creativity and mindset of students and they will be able to build their understanding of certain concepts. This research is a qualitative research with a case study approach. Data in this research was collected by observation, interview, and documentation study. Data were analyzed through three stages: data reduction, data presentation, and conclusion. Informant research are the first Islamic Educational Management Study Program students at STAIN Mandailing Natal with the three subject matter, they are organizational management at the first semester, schools management at the second semester. The findings of this research are: 1) The process of applying the mindmapping method, 2) Problem and solutions encountered in applying the mindmapping method

Moral Education (2010-2019): A Bibliometric Study (Part 2)

This research seeks to map several significant aspects in moral education bibliography. The mapping of moral education research that covers the country of contributors, collaborating authors, terms used in article titles and abstracts is needed to direct future research. The aim of this article is at classifying and analyzing moral education studies published in reputable international journals during 2010-2019 through a bibliometric study. This study uses the systematic and structured mind mapping method. There are four stages of the study: (1) searching for articles using the Publish or Perish application from the Scopus database, (2) filtering out articles to be included in bibliometric analysis, (3) checking and completing article metadata, and (4) conducting bibliometric analysis using the VOSviewer application. The results of the analysis were: (1) the countries of authors who publish moral education articles. Many countries have contributed in journal publications and the largest contributor is the United States. Analysis results showed that author collaboration did not occur often in moral education articles. (3) The most widely used terms in moral education article titles. The most used term is ‘moral education'. (4) The most widely used abstract terms in moral education articles. The most used term in moral education articles is ‘moral education'. This study concluded that the research on modal education has been spread in many countries, although the collaboration between institutions or the state is still lacking. Collaboration becomes an opportunity.

Mind and Map Method: Upaya Meningkatkan Keterampilan Menulis Teks Deskripsi pada Siswa MTs Negeri 4 Bantul

This research aims to improve the writing ability of text descriptions through learning by using the mind and map method in 25 students of the VII-F MTs Negeri 4 Bantul Semester in the year of the 2019/2020 course. The study uses class action methods, consisting of two cycles covering the planning, implementation, observation, and reflection stages. Data collection techniques using writing tests, observations, field records and photo documentation. The results showed that learning with the mind map method can improve the activity and skills of students writing the description text, both in terms of process and product. It is demonstrated by the enhancement of students in intensified student interest, kekondusifan the photo observation process to create mind map, student intensified in doing independent task, kekondusifan students when a student is presenting, and kekondusifan students during reflection activities. Quality improvement of the process positively impacts the product quality improvement. It is seen in the test results writing the description text from the pre-action stage until cycle 2 increased by a pre-action of 52%, I cycle 76%, and cycle II 96%. The mind map method is one of the learning method of writing that is able to improve the activity and skills of the student writing the description text.

PENINGKATAN HASIL BELAJAR BIOLOGI MELALUI METODE PEMBELAJARAN MIND MAPPING MATERI JARINGAN DAN ORGAN HEWAN PADA SISWA KELAS XI-IPA 1

The purpose of this study was to apply the Mind mapping method to increase the creativity of students' learning outcomes in Class XI Science 1 at MAN Malang 02 Kota Batu. This type of research used is Classroom Action Research is a form of study that is descriptive in nature, to improve the rational stability and actions taken and improve the conditions under which learning practices are carried out. The research procedure was carried out in two cycles with stages of planning, implementation and reflection. The data obtained in the form of observational data and the results of the first cycle test will be compared with cycle II. The results of observations of student actions during learning increased by 20.7% of the actions of students in cycle 1 of 70.7% to 91.4%. The results of the mind mapping assessment in cycle 1 did not meet the mind mapping criteria with the acquisition of scores below the KKM and experienced an increase in cycle II, all mind mapping met the criteria with a value reaching KKM of 80. For the evaluation test results there was an increase of 76.4%, in the cycle I many students who completed KKM only 5 students with a percentage of 14.7% of 34 students who did not complete KKM with a percentage of 85.29%, while in cycle II there was an increase namely there were 31 students who completed KKM with a percentage of 91.1% and 3 students who are incomplete with a percentage of 8.82%.

PENINGKATAN MINAT DAN HASIL BELAJAR KETERAMPILAN BERBICARA MENGGUNAKAN METODE MIND MAP PADA MAHASISWA KELAS IA PBSI IKIP PGRI BOJONEGORO TAHUN AKADEMIK 2019/2020

This research aims to increase the interest and learning outcomes of speaking skills in IA class students of PBSI IKIP IKRI PGRI Bojonegoro Academic Year 2019/2020. This class action research uses 2 cycles, each cycle consisting of planning, implementation, observation, and reflection. This research was conducted in the IA class of PBSI IKIP IKIP PGRI Bojonegoro Academic Year 2019/2020 odd semester with a total of 30 students with details of 8 male and 22 female, aged between 17-24 years. The data collection techniques of this study used questionnaires, observations, interviews and documentation. The results of the questionnaire in cycle 1 amounted to 60%, an increase in interest in learning to speak increased in cycle 2, namely 96.7%. Student learning outcomes average pre-cycle knowledge value of 65.4, cycle 1 an average value of 72, 7, and cycle 2 77.0. While the average value of the skills value is 69.0 in the pre-cycle stage, 76.2 in cycle 1 and 78.0 in cycle 2. The conclusion of this study mind map method applied can increase the interest and learning outcomes of speaking skills in IA class students PBSI IKIP PGRI Bojonegoro Study Program Academic Year 2019/2020.

Comparison of mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students

A self-explanatory, multidimensional yet tailor made method is needed to teach complex and intricate networks in Neuroanatomy. Mind maps use a 360 approach-a central theme, radially expanding concepts explained using colours, pictures, interrelated &amp; strategic arrangement. Mind maps are tools of active learning using constructivist theory. To compare mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students. To assess students’ perception about mind mapping. Random controlled cross over study design was used. Pre-validated multiple-choice questions were used to assess the knowledge scores. Knowledge scores were compared by unpaired t and Mann-Whitney u test. Mean Knowledge scores of students in mind mapping group were better than students in didactic lecture group. The difference was statistically significant by applying quantitative [p value &amp;#60; 0.0001, at 95% confidence interval] and qualitative [p value &amp;#60; 0.05]test. Mind mapping helps in better recall and is effective in teaching complex conceptual subjects.

Moral Education (2010-2019): A Bibliometric Study (Part 1)

Recently, moral education has developed into a popular theme of study in various countries. Mapping of moral education research that includes publication trends, the most cited articles, the most contributing journals and publishers, and the terms in the author keywords needs to be done to provide direction for future research. This article aims at identifying and analyzing moral education studies that have been published in reputable international journals in the 2010-2019 timeframe through bibliometric studies. This study employed a systematic and structured mind-mapping method, which includes four stages: (1) searching articles through the Publish or Perish applications from the Scopus database; (2) filtering articles to be included in bibliometric analysis; (3) checking and completing the article metadata; and (4) conducting bibliometric analysis through VOSviewer application. Four findings are yielded from the analysis: (1) yearly moral education publication trends. The analysis showed an increasing publication trend at the end of 2019; (2) the most cited article. Most citations occurred in moral education articles in the scope of business with 56 number of citations; (3) journals and publishers that published the most moral education articles. The most contributing journal is the Journal of Moral Education, and the most contributing publisher is Routledge or Taylor and Francis; and (4) the most widely used author keywords in moral education articles. The keyword term that is most widely used by authors is 'moral education'. This study concluded that publications in moral education have increased, but the citation is still in a decreasing pattern. Therefore, making a top-cited article becomes an opportunity for future research.

Peningkatkan Hasil Belajar IPA melalui Model Pembelajaran Mind Mapping di SDN Ciater 03 Tangerang Selatan

The background of this study is many students’ learning outcomes less than minimal completeness criteria. The purpose of this study is to improve science learning outcomes of students on the material Outer Shape of Animal’s Body and Plant and Its Function through Mind Mapping Learning Model in class IV students. The research method used was Classroom Action Research that followed the Kemmis &amp; Taggart model. This study includes 3 cycles; each cycle includes 4 stages, namely planning, acting, observing and reflecting. The results showed that there was a significant increase in science learning outcomes in grade IV students. It can be proved through the average results of natural science tests in each cycle that always increases. The average value achieved in cycle I = 70.30; cycle II= 77.91; and cycle III = 80.09. The results of the interview can be concluded that learning science through Mind Mapping is fun for students. Thus it can be concluded overall that learning science using Mind Mapping method can improve students’ learning outcomes in science.

Application of Blockchain Technology for iLearning Student Assessment

Blockchain is the core technology used to create cryptocurrencies, such as Bitcoin. As one part of the fourth industrial Revolution since the invention of steam engines, electricity, and information technology, blockchain technology has begun to be applied in areas such as finance, judiciary, and trade. Blockchain technology uses decentralized, distributed and transparency techniques for data security. This research aims to determine the implementation of blockchain technology in the field of education, especially in the Data Security section. The study uses two methods namely the mind mapping method and literature review. The results of this study showed that with the presence of blockchain technology, the data is more secure from attacks from both inside and outside because it passes through two levels of security, namely encryption and decentralized data.

PENGGUNAAN METODE MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN EKONOMI KELAS XII MIPA 1 SMA NEGERI 2 PEKANBARU

This study aims to determine the increase of students learning outcomes through learning activities using Mind Mapping method in class XII MIPA 1 SMA Negeri 2 Pekanbaru. This research was conducted in July to September 2019. The subject was students of class XII MIPA 1 of SMA Negeri 2 Pekanbaru, totaling 36 students consist of 17 men and 19 women. This type of research is classroom action research. This research was conducted in two cycles for six meetings. Each meeting using the Mind Mapping method with consists of identifying the topic, planning the tasks to be studied, carrying out investigations, preparing final reports, presenting final reports, conclusions and evaluations. The research found that the usage of mind mapping method can improve the learning outcomes of class XII MIPA 1 SMA Negeri 2 Pekanbaru. The increasing was seen in the results of the first cycle with an average value of 84.13 and 92.66 in the second cycle. The percentage of students who pass the passing grade increase from 77.77% to 100%. Classroom action research with optimal usage of mind mapping method can improve learning outcomes in economic subject.

IMPLEMENTATION OF MIND MAPPING METHOD COMBINED WITH MAKE A MATCH TECHNIQUES ON COOPERATION ATTITUDE AND STUDENT LEARNING OUTCOMES

This study aims to describe the implementation of Biology learning using the Mind Mapping method combined with the Make A Match technique. The study used a descriptive research design. The whole series of research processes are conducted with the standards of graduates, processes standard, and assessment standards applied in the 2013 curriculum. The implementation phase of instruction is done: 1) Measurement of teacher's ability to prepare a lesson plan and implement teaching-learning; 2) The attitude of students cooperation when composing a Mind Mapping on the material of the human excretion system; 3) Measurement of student learning outcomes. Data analysis was done by the descriptive statistic technique, in mean form, standard deviation, frequency distribution, and description of learning recordings. As a result, the teacher can implement well the Biology learning device material of the human excretion system in class XI MIA Lubuk Pakam MAN using the Mind Mapping method combined with the Make A Match technique. The collaboration of students in class XI MIA MAN Lubuk Pakam when composing a Mind Mapping is in a good category. The distribution of mastery learning in class XI MIA MAN Lubuk Pakam after learning the Mind Mapping method combined with Make A Match technique is 76,1% of students reaching completeness and 23,9% unfinished. The learning mastery in the Mind Mapping method combined with the Make A Match technique is higher than the previous daily test.

The Effectiveness of Mind-Map Method to Improve Students’ Learning Achievement Motivation and Interest on Subject Islamic Civilization at Class 4B of Institute Teacher Training Collage at Darussalam Gontor Modern Islamic Boarding School of Campus 2

This classroom action research was motivated by the low scores of students ITTC of Class 4B in Darussalam Gontor Modern Islamic Boarding School of Campus 2 on the Subject Islamic civilization, especially on aspects of student learning achievement which caused by lack of motivation and interest in learning caused by several factors one of which is the lack of innovation of teaching used by the teacher who only use the lecturing method. This research aims to improve student learning achievement and determine the effect of interest and motivation on student learning achievement and to test the effectiveness of Mind-map methods. In the discussion on Nasy’at Hadarah Al-Islamiyyah in cycle 1 and Ushul Hadarah Al-Islamiyyah in cycle 2, using the Mind-map method. This research was conducted from January to February 2019, held in class 4B ITTC in Darussalam Gontor Modern Islamic Boarding School of Campus 2. This type of research is Classroom Action Research with one pre-cycle and two cycles consisting of two meetings in one cycle, each cycle consists of: planning, implementation, observation and reflection. Data collection techniques and tools, in this research, used descriptive analysis techniques for data in the form of student work documents, lists of values, and observation sheets. The results showed that with the Mind-map method was a pleasant learning atmosphere. Student learning achievement increased, there was increase cycle 1 to Cycle 2 then, in the first cycle the number of students who received complete grades was 12 students or 40%, Grades not complete in cycle 1 is 26 students or 86.6%, while in cycle 2 there is an increase in complete value that is all students in class 4B increased to reach 100%. . As for the aspects of the influence of motivation and ask for student learning achievement, there was an increase in motivation and interest, in the pre-cycle, the average of interest score 58.03 and motivation 54.03, in cycle 1 the average of interest scores 58.56 and motivation 53.8 despite a decrease in motivation scores from pre-cycle to cycle 1, in the second cycle, there was an increase in scores, at the last cycle the average of interest 58.96 and motivation 54.9, it was concluded that the Mind-map method can improve student learning achievement. Mind-map method was influential in increasing student interest and motivation in learning.

Implementation of World Experience of Using the Mind Map Method in the System of Higher Military Education of Ukraine: Comparative Analysis

Implementation of World Experience of Using the Mind Map Method in the System of Higher Military Education of Ukraine: Comparative Analysis