Mind Mapping Approach Research Articles

The effect of the mind mapping learning model on the creative thinking ability of elementary students in learning mathematics

The primary objective of this study was to explore how the Mind Mapping instructional approach influences the creative thinking abilities of fourth-grade students in mathematics. This research utilized a quantitative method employing a quasi-experimental design involving two distinct groups: one serving as the experimental group and the other as the control group. The study was conducted at SDN Karadenan, with a sample of 24 fourth-grade students participating in the experimental group and 29 students from SDN Paledang in the control group, selected through purposive sampling. The main focus was to assess the impact of the Mind Mapping approach on students' creative thinking skills in mathematics. Data was collected using the t-test method. The mean difference between the two groups was 4.89 (experimental group = 66.70 and control group = 52.65), indicating that the Mind Mapping approach was more effective compared to traditional lecture methods, question-answer sessions, and assignments. The findings were statistically significant (p = 0.000) based on Independent Sample T-Test analysis. As the significance level (0.000) was less than 0.05, the null hypothesis was rejected, confirming that the Mind Mapping approach significantly enhances creative thinking skills in mathematics among students. Thus, it can be concluded that the Mind Mapping instructional model has a substantial positive impact on students' creative thinking abilities in the context of mathematics.

The Effectiveness of the Mind Mapping in PjBL on the Learning Outcomes and the Creativity of Elementary School Students

The methods and models applied by teachers affect learning outcomes and student creativity. This research intends to analyze differences and effectiveness of mind mapping methods in the project-based learning model in terms of creativity and learning outcomes. The research method used is experimental research with a quasi-experimental design. The reseaech subjects were 41 students, 22 students in grade 4 A as a control group, and 19 students in grade 4 B as an experimental group. Data collection procedures in this research used test procedures and observation sheet assessment rubrics. The statistical tests used in this research include normality tests, homogeneity tests, t-tests, observation sheet tests, and N-Gain were assisted by SPPS for Windows version 25 and Microsoft Excel. The independent sample t-test yielded a significance value (sig.2-tailed) of 0.000, that is less than 0,05. This implies that H0 is disused while Ha is allowable. This suggests that there exists a major gap admist mind mapping approach used in the project-based learning paradigm and student learning outcomes. The N-Gain score for the experimental class was 0,64, while for the control class was 0,36. Both scores fell within the medium category. The N-Gain Percent for the experimental class was found to be effective, while for the control class, it was not. The data revealed that the average student creativity score for each indicator during the four meetings in the experimental class was higher than in the control class. Furthermore, the value of each N-gain score indicator at each meeting in the experimental class increased.

Enhancing students’ critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach

Enhancing students’ critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach

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.

Effectiveness Study on Mind Mapping Approach to Students’ Operation Position Performance and Creativity on Traditional Chinese Painting

Under current diplomaism, students’ painting ability is cultivated, but the creativity development is restricted. Students mainly learn painting skills that technique training is mostly emphasized. To improve such a problem, it is necessary to build the operation position performance ability and the value and attitude towards creativity, cultivate creativity with multiple intelligences as the structure, stress on the creativity process and taking pressure in the experience, and integrate creativity into course teaching. Using experimental design model for this study, 202 art major students of a university in China, as the experimental subjects, are preceded the 18-week (2 hours per week for total 36 hours) experimental teaching research. The research results show that 1.mind mapping approach would positively affect operation position performance, 2.mind mapping approach would positively affect creativity, and 3.operation position performance shows significant and positive effects on creativity. According to the results to propose discussions, it is expected to provide students with the learning strategy of creative thinking through teachers’ teaching model, cultivate students’ operation position performance and creativity on traditional Chinese painting with the system structure and divergent thinking of mind mapping symbolism, as well as actually apply to the artistic creation of traditional Chinese painting.

EFFECT OF MIND MAPPING APPROACHES IN IMPROVING STUDENTS’ LEARNING OUTCOMES AT ELEMENTARY LEVEL

The basic purpose of current work is to determine the effect of the Mind Mapping Approach (MMA) on improving students' academic performance in science, as well as their effect on improving students' learning outcomes. These were conducted in order to determine the best methods of teaching for the improvement of students' science learning outcomes. The non-equivalent post-test, pre-test experimental design was used in this study. In Multan tehsil Saddar, 43 basic educational elementary schools were chosen using a simple random sampling technique. The eighth-grade classes were used for the research. The "Science Achievement Test" was used for data collection (SAT). According to the study, MMA can help improving students' learning outcomes in science; with, MMA that could improve students' learning outcomes more effectively. It is thus recommended that the Education Ministry should conduct trainings for science teachers on how to effectively implement these pioneering teaching tactics during instruction so that students can be guided to learn meaningfully and are helped in remembering, what they have learned in science. Keywords: Mastery learning, Mind Mapping, Learning outcomes.

INCREASING STUDENT LEARNING OUTCOMES IN SOCIOLOGY THROUGH MIND MAPPING METHOD

This study aimed to investigate the impact of the Mind Mapping approach on the learning outcomes of seventh-grade students at SMP Negeri 8 SBI Yogyakarta throughout the 2020/2021 academic year. This is a pre-experimental study with a One-Group Pretest-Posttest Design. Using observation, tests, and documentation to collect data. The data analysis process involved descriptive and inferential analysis. The participants in this study were seventh-grade SMP Negeri 8 SBI Yogyakarta students. The results indicated that the learning outcomes of seventh-grade students prior to utilizing the Mind Mapping approach were 66 and after using the Mind Mapping method they were 81,2. This figure demonstrates that the Mind Mapping approach has an effect on the learning outcomes of seventh-grade Sociology students at SMP Negeri 8 SBI Yogyakarta, and the results of the hypothesis test (t-test) indicate a significance level of 0.000; therefore, hypothesis h1 is accepted. On the basis of the foregoing research findings, it can be concluded that the Mind Mapping approach has an effect on the learning outcomes of Sociology students in seventh grade at SMP Negeri 8 SBI Yogyakarta.

THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE BY USING WEBLOG IN IMPROVING STUDENTS’ ISLAMIC WRITING: ACHIEVEMENT AND INSIGHT

The goals of this study were to learn about students' perspectives on literature and blogs for teaching Islamic values to the millennial generation. This research was mixed-methods research. The subject of this study was the millennial generation at the Islamic State Institute Curup, especially students of the English Tadris Study Program. The instruments were questionnaires and interviews. This study included 30 students as participants. The findings of the poll reveal that most students have a favourable view of the use of the mind-mapping approach by utilising weblogs to improve Islamic writing. The implementation of the mind-mapping technique by using a weblog to improve Islamic writing makes students more active and interested in learning Islamic topics. Students also understand more about some Islamic topics that they read or upload to their web blogs. Students are interested in learning more about Islam by using this media. They read more topics about Islam and give their opinions about those in their Islamic literature web blog. It may be stated that a blog can be used as a form of social media and is effective and positive for teaching Islamic values to students.

The Use of Self-Instructional Learning Kit Strategy Mind Mapping Approach as Innovative Strategies in Teaching Economics Under Modular Distance Learning

The Use of Self-Instructional Learning Kit Strategy Mind Mapping Approach as Innovative Strategies in Teaching Economics Under Modular Distance Learning

The Use of Self-Instructional Learning Kit Strategy Mind Mapping Approach as Innovative Strategies in Teaching Economics Under Modular Distance Learning

This study aimed to provide a generic pedagogical-based approach to reaching out to learners in the new normal. This study sought to answer the performance of the Grade 9 students in Economics before and after the utilization of the Self –Instructional Learning Kit and Mind Mapping Approach. The study was quantitative in nature and uses the descriptive method of research with ninety-two (92) grade 9 students in Emilio V. Quizon National High School San Andres District, Schools Division of Quezon for the school year 2021-2 022.The study revealed that the performance of Grade 9 Students in Economics increased from the pre-test to post-test scores utilizing the Self-Instructional Learning Kit and Mind Mapping Approach. There is a significant relationship between the mean assessment of Self-Instructional Learning Kit and students’ performance in Economics. The null hypothesis is rejected, which is significant at the 0.5 level. Self-Instructional Learning Kit and Mind Mapping Approach is a recommendable innovative teaching strategy in the new normal where face-to-face is not possible. This study focused on the effectiveness of the Self-Instructional Learning Kit and Mind Mapping Approach as innovative teaching strategies to improve Grade 9 students’ performance in Economics in modular distance learning. Another thing is the respondents’ assessment of the structure of the Self-Instructional Learning Kit and The Mind Mapping Approach in the most pressing need to deliver quality instruction to the students. Keywords: Self-Instructional Learning Kit, Ming Mapping Approach, Student Performance

The Development of Learning Model of Problem Confirmation with Elaborative And Collaborative Sharing (PCECS) Associated with Mind Mapping Approach

The objective of this research was to develop a learning model of problem confirmation with elaborative and collaborative sharing associated with mind mapping approach [PCECS] to foster the students’ critical thinking skills in science learning at secondary high school. This research used the research and development approach by using validation instrument of need assessment via google form. 10 teachers of 9 schools in Jember Regency were taken as the respondents. The validation results referred to what the teachers Idea, in which critical thinking skills and prior knowledge were 55,6% intertwined. On the other hand, 90% of teachers agreed upon the underdeveloped students’ critical thinking skills. It was found in the validation results that there need a development on learning model to maximize the prior knowledge as one of the factors to foster critical thinking skills and learning achievement.

The Development of Learning Model of Problem Confirmation with Elaborative And Collaborative Sharing (PCECS) Associated with Mind Mapping Approach

The objective of this research was to develop a learning model of problem confirmation with elaborative and collaborative sharing associated with mind mapping approach [PCECS] to foster the students’ critical thinking skills in science learning at secondary high school. This research used the research and development approach by using validation instrument of need assessment via google form. 10 teachers of 9 schools in Jember Regency were taken as the respondents. The validation results referred to what the teachers Idea, in which critical thinking skills and prior knowledge were 55,6% intertwined. On the other hand, 90% of teachers agreed upon the underdeveloped students’ critical thinking skills. It was found in the validation results that there need a development on learning model to maximize the prior knowledge as one of the factors to foster critical thinking skills and learning achievement.

Perceptions of the EU in the Western Balkans Vis-à-vis Russia and China

This article evaluates public perceptions of the European Union (EU) in Montenegro and Serbia as the front running EU membership candidates. It uses a multidisciplinary approach, which comprises a comparative survey data analysis method, the Image Theory and a mind-mapping approach of EU perceptions analysis to study the EU-Western Balkans relations. Public perceptions of the EU in the Western Balkans are (re)created and juxtaposed against perceptions of other external actors, notably Russia and China. This has led to the EU’s ‘power of attraction’ being diminished in the Western Balkans. Rival perceptions of China and Russia as ‘less demanding’ partners than the EU, and the slowing down of EU’s enlargement agenda have also contributed to this trend. In order to maximize its own security and counter the growing geopolitical influence by China and Russia in the Western Balkans, the EU would benefit from a more comprehensive study of its own representation and public perceptions in candidate states. By doing so, the EU could improve the knowledge about its soft power, which can in turn increase the effectiveness of its foreign policy programmes globally and democracy promotion in the neighbourhood. European integration, EU public diplomacy, accession, Image Theory, EU-Western Balkans relations, Montenegro, Serbia, EU membership, EU accession, EU foreign policy, soft power

Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning

Computational thinking (CT) skills help students both understand and utilize computing in various domains to cope with the challenges posed by the complex digital world. This study applied mind mapping to programming language instruction in a primary school, and explored the effects of mind mapping on students' CT skills when learning programming with Scratch as a programming tool. Two types of mind mapping, construct-by-self mind mapping (CBS-MM) and construct-on-scaffold mind mapping (COS-MM), were proposed to compare which type is more effective in terms of students' CT skills. Seventy-three public primary school fifth-grade students aged 10 to 11 participated in the study. The CBS group included 33 students learning with the CBS-MM instructional approach, while the COS group comprised 40 students learning with the COS-MM instructional approach. Data were obtained from nine topic Scratch programming assignments and pre- and post-CT skills surveys completed by the two groups. Paired sample t tests were used to analyze whether the two types of mind mapping approach could improve both groups' CT skills. One-way ANCOVA and one-way ANOVA were used to examine the difference in the two groups' CT skills. The results showed that both CBS-MM and COS-MM can improve students' CT skills; however, the COS group students could better improve their CT skills with the assistance of the COS-MM method compared with the CBS group students who learned with the CBS-MM method. The findings of this study can provide some enlightenment for relevant instructors to design instruction and implement programming teaching with different kinds of mind mapping support that facilitates students’ CT.

The Use of Mind Mapping Model in Learning Argumentative Essay Writing

Students sometimes struggle with writing argumentative essay. To address this obstacle, this study attempts to include the Mind Mapping approach into the writing learning process. The objective of this study was to ascertain the procedure and outcome of argumentative essay writing. The writing process was elicited through interviews and open-ended questions; the writing results were elicited via a written exam. The approach employed is one of descriptive qualitative analysis. The results of post-test study indicate that students' comprehension of the generic structure of argumentative essays has considerably improved. That is, the Mind Mapping style of writing instruction can help students enhance their ability to write argumentative essays. Additionally, student responses indicate that they find it simpler to create argumentative and more focused essays using the Mind Mapping approach since it enables them to develop ideas more solidly and coherently.

The Use of Mind Mapping Approach to Facilitate Students’ Distance Learning in Writing Modular Based on Printed Learning Materials

<p style="text-align:justify">The study is intended to expose mind mapping used as strategy for learning which is able to assist students to write their writing assignments. Thirty students who registered in the Teacher Qualification Improvement Program of Universitas Terbuka (UT) was involved as the participants in this present study. The participants had to follow the face-to-face tutorial session of the Instructional System Design course (ISD) course. One of the given assignments of the course was writing the modular based learning materials for the primary school students. The participants had to study the required knowledge and skills of writing the printed modular based learning materials through the systematic and systematic ways. The mind mapping strategy was used to help the students to complete their writing assignments – the printed modular based leaning resources. At the beginning the participants felt uncertain about the writing assignment. The study was found that the use of mind mapping as learning strategy increased the students learning motivation and improve the ability to write the printed modular based learning materials.</p>

Mind Mapping as a Pragmatic Solution for Evaluation: A Critical Reflection through Two Case Studies

Funders of social interventions that address complex child and family welfare concerns for highly vulnerable populations are increasingly seeking cost-effective and rapid mixed method evaluations of their services. This paper describes a mind mapping approach that was used to collect valid and reliable qualitative data from large numbers of informants across two separate evaluation projects. The mind mapping approach provided a rapid, credible solution to the need to extract and summarize views from a diverse range of informants, and to gain consensus agreement on themes arising from the data. Through the use of two case studies to illustrate the application of the technique, we explore the advantages and disadvantages of the method and reflect upon the utility of mind mapping for quality improvement evaluation within the human services.

Web-based mind mapping learning media to increase understanding of economic policy materials

Against a background of students' lack of understanding of monetary and fiscal policy, the research conducted aims to develop learning media that is expected to be able to overcome these problems. Learning media developed using a mind mapping and web-based approach. This type of research used in this study is Research and Development with the 4D development model (Define, Design, Develop, & Disseminate). Product trials conducted limited to 20 students by analyzing the results of the pre-test and post-test, which were calculated using the gain score and t-test. The test results show that web-based mind mapping learning media can improve students' understanding. Because by using this learning media, the active mental processes of each student become aroused, the material provided so that it is easy to remember. However, this web-based mind mapping learning media is still being tested on a limited basis, so it needs to be trialed in the broader audience to get more productive advice.

The Impact of Vocabulary Based Retention Strategy of Mind Mapping in ESL Classroom

This research was performed in an Arts and science college of Indian ESL learners to explore the impact of mind mapping of vocabulary based retention strategy use. First year general English students were chosen. An experimental method was conducted; forty students have been taken as the subject. They were subjected to therapy in which the use of mind mapping approach instructed vocabulary selection through miming. The findings of the post-test acquired through the SPSS software showed at the end of instructions find that students can retain the words what they learned before. The findings of a delayed post-test after sometime disclosed that the long-term impact of the mind mapping approach was considerably effective in retaining the vocabulary by ESL learners in teaching this activity. One significant pedagogical implication of this research is that a more focused mind mapping approach of vocabulary can be very efficient at the general English classroom of ESL learners.

Showing Your Thinking: Using Mind Maps to Understand the Gaps Between Experienced Emergency Physicians and Their Students.

Clinical teaching faculty rely on schemas for diagnosis. When they attempt to teach medical students, there may be a gap in the interpretation because the students do not have the same schemas. The aim of this analysis was to explore expert thinking processes through mind maps, to help determine the gaps between an expert's mind map of their diagnostic thinking and how students interpret this teaching artifact. A novel mind-mapping approach was used to examine how emergency physicians (EPs) explain their clinical reasoning schemas. Nine EPs were shown two different videos of a student interviewing a patient with possible venous thromboembolism. EPs were then asked to explain their diagnostic approach using a mind map, as if they were thinking to a student. Later, another medical student interviewed the EPs to clarify the mind map and revise as needed. A coding framework was generated to determine the discrepancy between the EP-generated mind map and the novice's interpretation. Every mind map (18 mind maps from nine individuals) contained some discrepancy between the expert's mind and novice's interpretation. From the qualitative analysis of the changes between the originally created mind map and the later revision, the authors developed a conceptual framework describing types of amendments that students might expect teachers to make in their mind maps: 1) substantive amendments, such as incomplete mapping; and 2) clarifications, such as the need to explain background for a mind map element. Emergency physician teachers tend to make jumps in reasoning, most commonly including incomplete mapping and maps requiring clarifications. Educating EPs on these processes will allow modification of their teaching modalities to better suit learners.