Mind Mapping Technique Research Articles

Pelatihan Menulis Teks Bahasa Inggris Melalui Pendekatan Saintifik Terintegrasi Dengan Teknik Mind Mapping Bagi Siswa SMK Plus Insan Andalan Cianjur

In the globalization era, students should have the ability to communicate in English. However, the results of the need analysis conducted at SMK Plus Insan Andalan Cianjur showed that students needed to improve their English skills, especially writing skills. One of the solutions is writing coaching of English texts through the scientific approach integrated with mind mapping technique. The purpose of the writing coaching is to improve students' literacy competency, particularly students' English writing skills. The writing coaching was carried out face-to-face involving 40 students in grade 10. The writing coaching was carried out in three stages, i.e., preparation of writing coaching, implementation of writing coaching, and evaluation of writing coaching. Referring to the results of observations, interviews, and questionnaires, the findings show that the implementation of a scientific approach integrated with mind mapping techniques facilitate students to get ideas and compose English sentences more easily so that students are more enthusiastic in writing English texts. Thus, the students’ literacy competencies can be improved more optimally.

Penerapan Mind Mapping dalam Pembelajran Writing Bahasa Inggris di MTs. Alwashliyah

This community service program aimed to enhance the writing skills of students at Mts. Alwashliyah by applying the mind mapping technique. The primary objective was to assist students in organizing their thoughts and generating structured written content. The method involved a series of workshops, practical sessions, and evaluations. The students were first introduced to the concept of mind mapping, followed by hands-on practice sessions to apply the technique in their writing exercises. The program utilized pre-tests and post-tests to assess the effectiveness of the intervention. The results showed a significant improvement in students' writing performance. After implementing mind mapping, students demonstrated better organization, richer vocabulary, and enhanced creativity in their written texts. The post-test scores increased by an average of 20% compared to the pre-test results, indicating a positive impact of the technique on their writing abilities. In conclusion, mind mapping proved to be an effective strategy for improving students' writing skills by helping them systematically organize their ideas. This technique not only enhanced their writing competence but also boosted their confidence in expressing themselves. The program’s success highlights the potential for broader application in other educational settings to support English language learning.

Wheelchair user’s perceived access to maintenance and repair services: a qualitative study

Purpose Wheelchairs and associated seating and positioning systems require maintenance and repair services to sustain essential functions for wheelchair users. This study aims to amplify wheelchair users’ opinions and experiences related to their perceived access to crucial wheelchair maintenance and repair services. Methods We conducted semi-structured interviews with four full-time wheelchair users using five semi-structured interview questions. The collected data was analyzed using a reflexive thematic analysis approach. Six interconnected themes were inductively, reflexively, and collaboratively constructed through critical discussions and mind-mapping techniques. Results These themes are as follows: “improving accessibility and efficiency: service delivery,” “access challenges: diversifying repair options and locations,” “systemic challenges: the role of policy,” “design, durability, and dependability: meeting the user’s needs,” “empowering accessibility: bridging the knowledge gap,” and “The system Itself: a call for change.” Conclusions Our findings suggest that wheelchair users prioritize not only the revision of existing barriers to access but also the implementation of preventative measures to minimize repair needs. Stakeholders are encouraged to collaborate to critically analyze existing wheelchair service delivery processes and associated policies. Practical implications include adjusting current policies, establishing best practice guidelines, and enacting preventative measures to facilitate improved user access to maintenance and repair services and optimize related outcomes.

Mixing Flipped Classroom with Mental Mind Mapping for Deeper Learning: A Case Study within the Tunisian Higher Education Sector

To meet the needs of our knowledge-based society, students must have problem-solving, critical thinking, teamwork, learning-to-learn, and communication skills. Transferring knowledge is important to using these skills in non-school environments, communicating effectively, and applying content in new situations and future work. Flipped Learning has the potential to promote Deep Learning (DL). This paper describes a case study involving Flipped learning, to engage students in DL in an Economic intelligence course. We use the lens of Cultural-Historical Activity Theory (CHAT) to understand how the relationship between the human mind (what people think and feel) and activity (what people do) operates in mixing Flipped classrooms with mind-mapping techniques to promote DL. The evaluation of the results shows that students have a deeper understanding of the subject, but it also confirms a strong need for time and generalisation. The new pedagogy has to be introduced earlier in the school and integrated within the curricula to reinforce the students’ capacity for transfer and application. Isolated experimentation by teachers of Flipped Classrooms and Mind Mapping is insufficient to transfer knowledge in problem-solving situations. This limitation could negatively impact future entrepreneurs’ cognitive skills and task identity. Entrepreneurs as the main drivers of economic development need competen-cies in information and knowledge searching to reduce environmental uncertainty. They also have to make sense of early warning information to convert it into knowledge supporting the decision-making process.

Mind Maps: how to improve critical learning and creative thinking using geographic maps

The use of mind maps and geographic maps to promote creative thinking and critical learning is examined in this article. It emphasizes how maps and other visual aids can improve students' comprehension, organization, and ability to relate to the information. Students can investigate relationships within physical locations using geographic maps, particularly when they are utilized interactively. This promotes engagement and interest. Teachers can help students to think critically about a variety of issues, including environmental changes, spatial patterns, and global links, by introducing mind mapping techniques into geography lectures. Additionally, by coming up with original concepts and solutions,students are engaging in creative problem-solving when they make their own maps or examine geographic data. By encouraging both analytical skills and imaginative thinking, this method turns geographic maps from a source of factual knowledge into a platform for the development of critical cognitive abilities. The paper recommends a number of useful exercises, such as collaborative brainstorming sessions,GIS-based research projects, and interactive map analysis. By converting standard geography instruction into an interactive and thought-provoking activity, these techniques seek to enhance the educational process. Students acquire the abilities necessary for critical and creative thinking in practical settings while also gaining a deeper comprehension of geographical ideas thanks to these resources.

Efektivitas Layanan Bimbingan Kelompok Menggunakan Mind Mapping Pada Career planning Anak Asuh

This study aims to improve career planning through group guidance using the mind mapping technique. The research employs a quantitative method with a pre-experimental one-group pretest-posttest design. The study was conducted at Panti Daarul Hasanah Karawang with a sample size of 10 people. The research instrument was a career planning questionnaire using a Likert scale. The intervention was given in 4 sessions. Data were analyzed using the Wilcoxon test and n-gain test to assess effectiveness. Data analysis was performed using the Wilcoxon test and n-gain through SPSS version 25. The results showed that the career planning of the foster children before the intervention was in the very low and low categories. After the intervention, their career planning increased to the medium, high, and very high categories. The Wilcoxon test analysis showed a significance value of 0.005 < 0.05, indicating that the group guidance intervention using mind mapping was effective in improving the career planning of foster children. Furthermore, the n-gain test used to measure the effectiveness of the treatment showed an n-gain value of 98.5%, meaning that this group guidance was highly effective in enhancing the foster children's career planning

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

PENGGUNAAN TEKNIK MIND MAPPING DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA KELAS XI

Using the mind map technique to improve English writing skills in class XI Saintek 1 SMA Muhammadiyah 1 Gresik students. This method is a visual approach that allows students to organize and connect their ideas in a hierarchical picture. This research aims to explore the effectiveness of mind mapping techniques in improving students' writing skills. This research method uses classroom action research methods. The research results showed that there was a significant increase in students' writing skills after using the mind map technique. These findings can support the use of techniques as an effective strategy in improving the English writing skills of class XI Saintek 1 SMA Muhammadiyah 1 Gresik students. This research shows that 31% are able to write in English, and there is an increase of 83% in learning English using the mind map technique.

Pengaruh Penggunaan Teknik Mind Mapping Berbantuan Mind Meister terhadap Kemampuan Menceritakan Kembali Isi Teks Narasi Siswa Kelas VII SMP Negeri 1 Parbuluan

This study, utilizing MindMeister, aims to examine the impact of using the mind mapping technique on the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell the content of a narrative text they have read. The research population consisted of 172 7th-grade students, with a sample size of 56 students divided into two groups: a control class and an experimental class, each comprising 28 students. The research employed a quantitative method with a true experimental design. The research instrument was a performance test, and the data were analyzed using a t-test. Based on the results, the average score of students’ ability to narrate the content of a narrative text using the close reading technique was 62.21, with a standard deviation of 6.33, which falls into the “poor” category. Meanwhile, the students’ ability to retell the narrative text using the mind mapping technique with the assistance of MindMeister was 80.07, categorized as “good,” with a standard deviation of 5.48. The data indicated an improvement in the average scores between the control class, which used the intensive reading technique, and the experimental class, which applied the mind mapping technique. Through hypothesis testing, it was found that Thitung > Ttabel, thus rejecting H0 and accepting H1. This means that the use of the mind mapping technique with the help of MindMeister positively influences the ability of 7th-grade students at SMP Negeri 1 Parbuluan to retell narrative texts.

Memory Pegged Mind Map (MPMM): An Analysis Method for Narrative Texts

This paper discusses how the Memory Pegged Mind Mapping (MPMM) method can be utilized for the analysis of narrative texts. Content analysis, a part of qualitative research methods, systematically examines meanings and themes within texts. Narrative texts serve as significant tools for individuals to convey experiences and emotions, offering rich and layered meanings through their analysis. The MPMM method is a technique that aids researchers in organizing and visualizing information and ideas, helping them retain key points effectively. It contributes to the systematic identification of themes and motifs in narrative texts. The article emphasizes the importance of narrative texts within the context of Turkish language courses and details the application of the MPMM method for their analysis. Additionally, it explains how fundamental elements of narrative texts can be analyzed by integrating mind mapping and memory peg techniques. The analyses conducted using MPMM are expected to enhance students' deeper understanding of texts and foster their critical thinking skills. This method can effectively serve as a tool to improve students' reading and writing abilities, offering innovative approaches in education. In conclusion, the use of MPMM in narrative text analysis enriches qualitative research methods and facilitates a deeper understanding of narrative texts. This paper aims to provide a comprehensive perspective on the application of MPMM in education and research, contributing to academic studies and teaching processes.

Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders

BackgroundNowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills.MethodsThe study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05).ResultsThis increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively.ConclusionsThe present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.

Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students

Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu

Developing Students’ Compositions in English Through Mind Mapping Techniques

Developing Students’ Compositions in English Through Mind Mapping Techniques

The Application of Mind Mapping Method to Improve Subject Writing English Main Topics Analytical Exposition Text for class 11 students North Sumatra Hajj Health Vocational School

This research aims to determine the skills of class This research is classroom action research using two cycles. The research instruments used were observation sheets and written tests. Based on the results obtained, observations showed that the average for the first cycle was 53%, while for the second cycle, it was 83%. This shows increased cooperation, activeness, and changes in student learning outcomes. From the results of the written test on mastery of analytical exposition text writing material, the average score for the first cycle was only 68.39 with students not yet reaching the KKM of 80. Meanwhile, in the second cycle, the average score for the written test reached 82.50, with students achieving the expected KKM. the. It proves that the action hypothesis can be achieved, so applying the Mind Mapping technique can improve the ability to write analytical exposition text of Class XI students at the Hajj Health Vocational School, North Sumatra.

The Implementation of Mind Mapping Technique in Improving Students’ Writing Skill at SMA Negeri 2 Ambon

This research is focused on the implementation of mind mapping technique in improving students’ writing skill. This research is aimed to describe the improvement of students’ writing skill by implementing mind mapping technique and to see the students’ response towards the implementation of mind mapping technique. Mind mapping can simply define as a creative technique involving lines, colors, keywords, and images which connected each other. The research design is classroom action research that consist of preliminary study and one cycle. There are four activities, there are planning, acting, observing, and reflecting. This research focus on report text materials and supporting instruments were used to help the researcher to collect and analyze the data such as questionnaire and test. The result of this research showed that students’ responses were positive for the implementation of mind mapping technique and this is also support by the post test of writing report text where most of students got high score above the criteria of minimum mastery (KKM).

Understanding mathematical concepts using the mind mapping learning model for high school students

The purpose of this study is to investigate how the understanding of mathematical concepts by grade XI students at SMA N 6 Bengkulu City is influenced by the application of the mind mapping method. This study employs a quasi-experimental design with control groups. The participants consist of two sections, each with thirty-six students: XI MIPA A and XI MIPA D. The use of mind mapping techniques serves as the independent variable, while students' conceptual knowledge is the dependent variable. Measurements were conducted using tests. Data analysis compared the conceptual knowledge of the experimental and control groups using t-tests and hypothesis tests with a significance level of 5%. The findings indicate that mind mapping positively affects the students' conceptual understanding of mathematical matrices. The conceptual understanding of the experimental group improved significantly, as evidenced by the posttest results, compared to the control group that utilized conventional methods. In conclusion, the mind mapping learning model proves to be an effective tool in enhancing students' comprehension of mathematical concepts.

Participants’ perspectives of being recruited into a randomised trial of a weight loss intervention before colorectal cancer surgery: a qualitative interview study

BackgroundThe period between cancer diagnosis and surgery presents an opportunity for trials to assess the feasibility of behaviour change interventions. However, this can be a worrying time for patients and may hinder recruitment. We describe the perspectives of patients with excess weight awaiting colorectal cancer surgery about their recruitment into a randomised trial of a prehabilitation weight loss intervention.MethodsWe interviewed the first 26 participants from the 8 recruitment sites across England in the ‘CARE’ feasibility trial. Participants were randomised into either usual care (n = 13) or a low-energy nutritionally-replete total diet replacement programme with weekly remote behavioural support by a dietitian (n = 13). The semi-structured interviews occurred shortly after recruitment and the questions focused on participants’ recollections of being recruited into the trial. We analysed data rapidly and then used a mind-mapping technique to develop descriptive themes. Themes were agreed by all co-authors, including a person with lived-experience of colorectal surgery.ResultsParticipants had a mean body mass index (± SD) of 38 kg/m2 (± 6), age of 50 years (± 12), and 42% were female. People who participated in the trial were motivated by the offer of structured weight loss support that could potentially help them improve their surgical outcomes. However, participants also had concerns around the potential unpalatability of the intervention diet and side effects. Positive attitudes of clinicians towards the trial facilitated recruitment but participants were disappointed when they were randomised to usual care due to clinical teams’ overemphasis on the benefits of losing weight.ConclusionsPatients were motivated to take part by the prospect of improved surgical outcomes. However, the strong preference to be allocated to the intervention suggests that balanced communication of equipoise is crucial to minimise disappointment from randomisation to usual care and differential dropout from the trial.Clinical trial registrationISRCTN39207707, Registration date 13/03/2023.

Exploring Science Teachers' Perceptions and Practices in Integrating STEM and AI Through Mind Mapping: A Case Study in the UAE

This study investigates the perceptions and practices of science educators regarding the integration of Science, Technology, Engineering, and Mathematics (STEM) with Artificial Intelligence (AI) through mind-mapping techniques within the context of the United Arab Emirates (UAE). Employing an exploratory sequential mixed-method design, the research comprises both qualitative and quantitative strands. The study addresses three primary research inquiries: (1) Approaches utilized by science teachers in integrating mind mapping techniques; (2) Perceptions and experiences of educators regarding the integration process; and (3) Extent of institutional support for implementing integrated STEM and AI education through mind mapping. Findings reveal positive outlooks among science teachers towards the efficacy of integrating STEM and AI through mind mapping, despite challenges such as initial technological learning curves and resource limitations. Recommendations include continuous professional development for educators and adequate resource allocation to address barriers.

Systematic Literature Review: Using Mind Mapping to Improve Students' Creative Thinking Abilities

This research aims to explore the influence of mind mapping on improving students' creative thinking abilities. Through a Systematic Literature Review (SLR) approach, this article collects and analyzes relevant research results to provide a comprehensive picture of this topic. The results of the study show that mind mapping helps students organize information visually, which makes it easier for them to see relationships between concepts more clearly and holistically. The use of mind mapping has also been proven to stimulate students' creativity by encouraging them to think divergently and produce various new ideas. Additionally, mind mapping facilitates collaboration among students, allowing them to share ideas and work together on group projects, which is important for the development of creative thinking skills. By helping students see the relationships between concepts more clearly and holistically, mind mapping has proven to be effective in improving creative thinking abilities. Therefore, it is recommended that the integration of mind mapping in the learning process be implemented more widely in the educational curriculum. Teacher training regarding mind mapping techniques is also an important factor in ensuring effective and optimal implementation and improving students' creative thinking abilities. Thus, mind mapping not only functions as a learning tool but also as an effective method for developing students' overall creative potential.