Mind Mapping Model Research Articles

PERBEDAAN MODEL PEMBELAJARAN MIND MAPPING DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA KELAS IV SD NEGERI 068003 MEDAN TAHUN PEMBELAJARAN2018/2019

The Objective of the study is to find out difference of Mind Mapping model with Problem Based Learning model to improve student result of lesson on the saince subject in class IV on thing of SD Negeri 068003 Medan The Year of Study 2018/2019. The population are from the first class until the sixth class consist 372 students. The sample using on the research by sampling purposive consist 58. Students the model using on the research is experimental model one group pre-test post-test design that is by giving a pretest before being given treatment and posttest after being treatment.The model in this study uses experimental conducted in two groups, namely experimental I and experimental II. The instrument used to capture data is a multiple choice test in material changes in form objects.Based on statistical data processing in group I obtained an average result of 66,72 standard deviations 14,21 and a standard error of 2,68 of the total 29 students. For the experimental group II, the average results were 84.31 standard deviations 11,57 and the standard error was 2,18 out of 29 students. By using t-test the writer get the scoring of tscoreis 5,119, if the score calculated with the tscore>ttableis 5,199 > 2,001 (0,05) so that H0 is rejected and the Ha is accepted. It is mean that the are differences between Mind Mapping model and Problem Based Learning model. So that conclusion Problem Based Learning model is significantly affect than Mind Mapping model on the objects toward the result of lesson on the subject in class IV on thing of SD Negeri 068003 Medan, the Year of the Study 2018/2019

Learning writing description paragraph based on mind mapping

This study was aimed to describe (1) instruction in writing a descriptive paragraph using mind mapping model to the seventh-grade students of SMP Negeri 2 Singaraja and (2) the ability of the seventh-grade students of SMP Negeri 2 Singaraja in writing a descriptive paragraph using mind mapping. This study used descriptive qualitative design. The subjects of this study were teachers and the seventh-grade students of SMP Negeri 2 Singaraja. The object was descriptive paragraph instruction using mind mapping. This study used an observation method and test to collect the data. The data gathered were analyzed using qualitative descriptive and quantitative descriptive analysis methods. The results showed that (1) the implementation of the instruction in writing a descriptive paragraph using mind mapping model by the teachers has closely followed the existing theory. (2) the ability of the seventh-grade students of SMP Negeri 2 Singaraja in writing a descriptive paragraph using mind mapping fell into good category. The score obtained was 76.41. Although the score obtained has fallen into category good, it seems that the teachers’ performance needs to be improved by giving more intensive practices, both in writing mind mapping and in developing it into a paragraph to produce a maximum result.

PERBANDINGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS ANTARA SISWA YANG MENDAPATKAN MODEL MIND MAPPING BERBASIS PENGOPTIMALAN FUNGSI OTAK KANAN DAN MODEL PROBLEM BASED LEARNING

The purpose of study is to compare the increase in mathematical creative thinking ability between students who learn to get a mind mapping model based on optimizing right brain function and Problem Based Learning models. The research method used was a quasi experiment in the form of the pretest post-test two treatment design. The study population was seventh grade students of SMP Negeri 3 Kuningan with sampling using purposive sampling technique.The research instrument used in the form of the test instrument and non-test.The results showed that: (1) there are differences in mathematical creative thinking ability among students who get mind mapping model based on optimization of right brain function and model of Problem Based Learning; (2) there is a difference of improvement of mathematical creative thinking ability between students who get mind mapping model based on optimization of right brain function and model of Problem Based Learning; (3) The average percentage of student responses shows that almost half of the students showed interest in the mind mapping model based on optimization right brain function and the Problem Based Learning model.

PENERAPAN MODEL PEMBELAJARAN PETA PIKIRAN UNTUK MENINGKATKAN KETERAMPILAN MENULIS CERPEN SISWA SMK

AbstractThe backrond of this research is about the low of study result. The focus of this research is made short story text with mind map model. This model ia a way how to increase the students ability in short story in a good text. The method used in this research is qualitative-descripstive method. The subject of this research is Office Administration in SMK Negeri 3 Pontianak. The object research is the mind map model. The research instrument used is the test of study result in the form of short story text created by students which has been the validaty and reliabelity of test and also the observation sheet for observatioan the learning activity of the students and researcher. This can be seen from the data obtained in the first cycle planning of 91%, II 95% silkus, and the third cycle remains 95%. Implementation in the first cycle of 88%, the second cycle of 94% and the third cycle of 97%. Average learning outcomes also experienced an increase in the first cycle of 80,42, the second cycle of 82,52, and the third cycle of 94,78. Responsive aspects of cycle I to very good 3%, 50% cycle II, cycle III 50%. Keywords: short story text and mind map model

PENGARUH PENERAPAN MODEL PEMBELAJARAN MIND MAPPING BERBANTU APLIKASI FREEMIND TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN TEKNIK ELEKTRONIKA (TE) KELAS X TEKNIK AUDIO VIDEO (TAV) DI SMK NEGERI 1 TANJUNG RAYA

This study aimed to: (1) Disclose whether or not there is a significant difference between the results of student learning using learning model Mind Mapping assisted by Freemind Application with student learning outcomes using direct instructional model in Lesson TE. (2) Disclose how much influence the adoption of Learning Model Mind Mapping assisted by FreeMind Application on student learning outcomes in Lesson TE. This research is experimental study. The sample in this study is XTAV at SMK Negeri 1 Tanjung Raya year 2013/2014 as many as 24 students and divided into two classes that sample of experimental class and control class. Each class consisted of 12 students with the division of the sample groups using proportional random sampling technique. The data were analyzed by comparing the value of t_value against t_critical value. The results of this study are: (1) The results of hypothesis testing, obtained t_value > t_critical value that (5.32> 2.074). The results of these tests give an interpretation that Ho is rejected and Ha is accepted, it means that there are significant differences to positive between outcomes of students who use learning model mind mapping assisted freemind application with student learning outcomes using direct instruction, Based on the percentage of learning outcomes experimental and control classes. There is an increase in learning outcomes with mind mapping model assisted freemind application effect by 22% against student learning outcomes TE in class XTAV at SMK Negeri 1 Tanjung Raya. Keywords: Learning model, MindMaping, FreeMind aplication, Learning outcomes

IMPLEMENTATION OF THE MIND MAPPING MODEL WITH SCATTERGORIES GAME IN IMPROVING CREATIVITY AND LEARNING OUTCOMES IN NATIONAL EDUCATION MATERIALS

This study aims to find the Application of the Mind Mapping Model with Game Scatterories in Improving Student Creativity and Learning Outcomes in the Indonesian Legislation Regulations Material in class VI of MI Nurul Huda Cimanggis Depok. The results obtained were the Application of the Mind Mapping Model with Game Scattergories, the first cycle by obtaining an average score of 69.22, in the second cycle a score of 74.18 was obtained and in the third cycle the Application of the Mind Mapping Model with Game Scattergories managed to score 77 , 90 points and succeeded in increasing the Learning Outcomes variable in National Legislation Materials and Creativity in achieving student completeness. The conclusion of the study is the Application of the Mind Mapping Model with Game Scatterories has succeeded in improving Learning Outcomes in the Material of National Legislation Regulations and Creativity of Grade VI MI Nurul Huda Cimanggis Depok. The implication of the research is to make the results of research as a reference in developing students' creativity and the concept of national legislation can be used as a guide for behavior in life in families, schools and communities. Suggestions are intended for students, teachers, principals, governments, institutions and students so that the results of this study can be a reference in the development of learning models.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF STAD BERBANTUAN MIND MAP TERHADAP HASIL BELAJAR IPA DAN SELF EFFICACY SISWA KELAS VIII SMP

This study aims to (1) describe the difference of learning outcomes of science and self efficacy of grade VIII junior high school students using cooperative learning model of STAD assisted by mind map and direct learning model, (2) to describe the difference of learning outcomes of science students of grade VIII of junior high school using cooperative learning model STAD assisted by mind map and direct learning model, and (3) to describe the difference of self efficacy of grade VIII SMP students using cooperative learning model of STAD assisted by mind map and direct learning model. The focus of this research problem is the influence of STAD cooperative learning model on student learning outcomes and self efficacy. This type of research is a quasi-experimental non-equivalent pretest-posttest control group design. The population in this study were all students in grade VIII of SMP Negeri 2 Kuta Selatan consisting of 30 students. The research sample was taken based on group random sampling technique. The data in this research are the scores of students' science learning outcomes and self efficacy scores analyzed using the Multivariate Analysis of Variance (MANOVA) test. The result of the research shows that (1) there are differences of learning outcomes of science and self efficacy of students using cooperative learning model of STAD assisted by mind map and direct learning model, (2) there is difference of learning result of science student learning with cooperative model of mind map-assistedSTAD and model direct learning, (3) there are differences in self-efficacy of students who learn with the STAD cooperative model and direct learning models.

Development of Humanistic Statistics Learning Devices Based one Inquiry and Mind Mapping Models

The purpose of this research are: (1) to determine the characteristic of humanistic statistics learning, (2) to obtain a humanistic statistics learning tools based on valid, practical, and effective inquiry and mind mapping learning model. The research method uses 4D Thiagarajan which has been modified to 3D, namely: define, design, and develop. Implementation of the development and humanistic statistics learning tool trials using Inquiry and Mind Mapping learning model show that learning tools used in statistical learning activities were practical and effective. The trial shows an increase of students’ statistical problem-solving ability using humanistic learning based on Inquiry and Mind Mapping learning model. The improvement of statistical problem-solving on Inquiry learning model is better than humanistic statistics learning using Mind Mapping learning model.

Implementation of Mind Mapping Learning Model to Improve English Learning Outcomes in Simple Descriptive Texts

Writing is a linguistic activity that plays an important role in the dynamics ofhuman civilization. Through writing activities, people can also benefit for theirdevelopment. Unfortunately, English lessons at Ambulu 2 Junior High Schoolshowed indications of a decline. This is a classroom action research that aimedto find out how the implementation of mind mapping learning models canimprove English achievement of the seventh grade students of Class VII-C atSMPN 2 Ambulu. The results showed that learning with the Mind Mappingmodel had a positive impact in improving student learning outcomes whichwas marked by an increase in student’s achievement in each cycle, that is cycleI (61.76%), cycle II (76.47%), cycle III ( 94.12%). Likewise, the application ofthe Mind Mapping model can improve student learning activities as indicatedby the score of observations showing an increase in the percentage of studentactivity, that is cycle I (23.53%), cycle II (73.53%) and cycle III (91.18). This means that the mind mapping learning model is good to be applied in teaching andlearning activities in English materials for Preparing Simple Descriptive Texts.

Nursing interventions based on mind map model in prevention of postoperative complications of gastric cancer

Nursing interventions based on mind map model in prevention of postoperative complications of gastric cancer

Upaya Meningkatkan Hasil Belajar Peserta Didik dengan Menggunakan Model Mind Mapping (Peta Pikiran) dan Bantuan Media Audio Visual pada Mata Pelajaran IPA di Kelas III SDN 3 Langkai Palangkaraya

This study aims to determine the increase in learning outcomes and learning activities of Class III SDN 3 Langkai Palangkaraya students in science learning by applying the Mind Mapping Model and assisted by audiovisual media. The type of research used in the research is class action research (CAR) which seeks to solve or answer the problems faced in the current situation. The subject of this study amounted to 24 male students 13 and women 11. Data collection techniques used were observation and tests. Techniques for analyzing qualitative and quantitative data. The results of the study concluded that the learning activities of students in science learning by applying the Mind Mapping model and assisted by Audio Visual media of class III students in SDN-3 began to obtain an average score of 77.91 with good criteria. The pre-test results with an average value of 54.79 with classical completeness (8.33%) and the results of the first cycle obtained an average score of 77.91 with classical completeness (83.33%). Cycle II obtained an average value of 85 with classical completeness (100%).

Interprofessional education in dental education: An international perspective.

Interprofessional collaborative care (IPC) is defined as working within and across healthcare disciplines and is considered essential to achieve a more inclusive, patient-centred care, provide a means to support patient safety and address global healthcare provider shortages. Interprofessional education (IPE) provides the knowledge and experience students need to achieve these goals. ADEE/ADEA held a joint international meeting 8-9 May 2017, with IPE being one of four topic areas discussed. The highly interactive workshop format, where "everyone was an expert," supported discussion, sharing and creative problem-solving of over seventy-one participants from twenty-nine countries. IPE participants broke out into five groups over a two-day period discussing three main areas: challenges and barriers to implementing IPE within their institution or country; discussion of successful models of introducing and assessing IPE initiatives, and exploring best practices and next steps for implementation for each group member. A mind-mapping model was used to graphically display participants' thoughts and suggestions. Key themes, revealed through the visual mind maps and discussion, included the following: IPE should lead to and enhance patient-centred care; student involvement is key to IPE success; faculty development and incentives can facilitate adoption and implementation of IPE; the role of a "champion" and leadership structure and commitment is important to move IPE forward; and IPE must be tailored to the unique issues found in each country. Overall, there was a high level of interest to continue both collaboration and discussion to learn from others beyond the London meeting.

PENGARUH PENERAPAN MODEL RECIPROCAL TEACHING TERINTEGRASI MIND MAPPING TERHADAP PEMAHAMAN KONSEP SISWA PADA MATERI FILUM ARTHROPODA

The Arthropoda Phyllum is part of the Biology subject that requires an understanding of concepts. One of models for these subject is a reciprocal teaching integrated mind mapping model. This model make the students better to understand and easier to remember it for the relationship between various concepts, and their visualization and image colours. The purpose of this research was to know the effect of reciprocal teaching integrated mind mapping model application towards to student’s understanding concept on Arthropoda Phyllum. The research was conducted in SMA 105 Jakarta from February until March 2016. The research method was used a quasi-experimental with research design posttest-only control group design. Sample handling technical was used simple random sampling method. The instrument of these method was comperehension concept posttest in the form of multiple choice objective test accompanied by CRI index (Certainty of Response Index) or the scale of confidence of respondents in answering questions. Based on data analysis result, showed that data as normally distributed and homogeny. The conclusions of this research show there is effect of application reciprocal teaching integrated mind mapping model toward student’s comperehension concept on Phyllum Arthropoda.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF MIND MAPPING BERBASIS MEDIA AUDIO VISUAL PADA MATERI KUBUS DAN BALOK

The purpose of this research was to know: (1) there is difference of mean of result of student's mathematics learning on cube and block material whose learning apply cooperative mind mapping model based on audio visual media and without audio visual media, (2) average result learning mathematics of students on the material of cubes and blocks learning to apply cooperative learning model mind mapping based audio visual media greater than the average learning outcomes of students learning mathematics applying cooperative mind mapping learning model. The population in this study were VIII class students even semester SMP Negeri 1 Sukoharjo academic year 2015-2016, sampling using sampling technique and obtained samples of two classes. This study involves only one variable that is the result of learning mathematics in cube and beam material, consisting of two samples that is the result of learning mathematics of students whose learning applying cooperative learning model mind mapping based on audio visual media as sample 1 and the result of learning mathematics of students whose learning apply cooperative learning model mind mapping as sample 2 obtained through the test of mathematics learning result given to sample 1 and sample 2 in the form of description test. Technique of data analysis using quantitative data analysis covering data normality test stage, homogeneity test, t-test, U test one side, conclusion. Based on the results of research concluded that there are differences in the average results of students' mathematics learning on cube and beam material that learning applying cooperative learning model mind mapping based audio visual media and without audio visual media. The average of students' mathematics learning outcomes on cube and beam materials whose learning is to apply cooperative mind mapping model based on audio visual media is greater than the average of mathematics learning outcomes of students whose learning applied cooperative mind mapping model. This is due to mind mapping cooperative learning based on audio visual media provides an opportunity for students to be more active and students become more motivated in the learning process that lures students become more imaginative and creative in developing the potential work of the brain and mindset so that students can think actively, critical, full of ideas, and easy to organize and remember all forms of information conveyed by the teacher.

THE ESSENTIAL OF REALIA: ESTABLISHING STUDENTS’ WRITING ABILITY TO THE REAL WORLD

Realia is a term for real things or concrete objects that are used in the classroom to build background knowledge and vocabulary. The purpose of this study is to describe: (1) students achievment in writing a descriptive paragraph using realia media for the second grade students of English department of STKIP BBG., (2) students’ ability in learning to write a descriptive paragraph with realia media. The design used in this research is descriptive qualitative research. The subject of this research is English department students of STKIP BBG consist of 25 students. The method used in collecting data is through observation and test. The data analysis used in this study is qualitative and quantitative descriptive. The results show that (1) Learning to write paragraph description with mind mapping model by teacher is in accordance with existing theory. (2) The ability of second grade students of English department in writing the descriptive paragraph is quite good. The scores obtained are 78.13. Although the scores obtained have reached the good category, it seems that teacher performance needs to be improved again by providing more intensive exercises, both in making mind mapping and development into paragraphs, to achieve maximum results.

PENILAIAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN KIMIA MATERI KIMIA UNSUR MENGGUNAKAN MIND MAP DI KELAS XII IPA SEMESTER 1 SMA NEGERI 1 WONOSARI

This research is aimed to determine the quality of mind maps which have created by students and to determine the result of students learning in chemistry lesson by using mind map model. The research uses description qualitative method. The population is students of natural science program grade XII at SMA 1 Wonosari years 2013/2014. The sample consists of 96 students at class XII IPA1, XII IPA2, and XII IPA3. The research gives imformation about the quality of student’s mind map which have scored by using mind map scoring rubric and the result of students learning which have tested by giving daily examination. The percentage of very good category, good category, and good enough category is 40%, 40%, and 20% respectively. The average of test value is 80.406, it means that the average value is higher than minimal passing standart. The percentage of student which pass the test is 80.208%. thus the result to be categorized as good level.

PENERAPAN MODEL MIND MAP UNTUK MENINGKATKAN KREATIVITAS DAN PEMAHAMAN SISWA PADA MATERI SEJARAH KERAJAAN ISLAM DI INDONESIA

The result of observation in grade V students at SDN II Galanggang has a low understanding about the history of Islamic Kingdom in Indonesia. The reason among others, because the learning process that takes place more directed at the achievement of material targets, so that the impact on passive student activity and student learning outcomes have not shown minimal achievements that have been determined. Solution to overcome by applying mind-map model. The research method used is Classroom Action Research Method (PTK). The purpose of this research is to improve students' creativity and understanding. The results of this study showed an increase in student creativity in the cycle I 68.8%, 92.88% cycle II, and 95.6% III cycle. Likewise with students' understanding of the cycle I 77.7%, 84.4% II cycle, and 91.1% III cycle. Thus the application of mind map model can improve students' creativity and understanding on the history of Islamic kingdom in Indonesia. Keywords: mind map, creativity, comprehension.

PENERAPAN COOPRATIVE LEARNING TIPE MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA SUBTEMA KEBERSAMAAN DALAM KEBERAGAMAN

This study aims to improve student learning outcomes by using model Cooperative Learning type Mind Mapping on the theme of togetherness togetherness subtema in Diversity. This research was conducted in the class IV D SDN Komplek Karang Taruna Sari and background of the students who showed less result of study which still low and many criteria of minimal mastery because teacher often use lecture motto which tend to monoton and not yet using model Cooperative Learning Type Mind Mapping which consist of 5 Phases of conveying goals and motivating students, presenting information, organizing students into study groups, guiding study and work groups, and evaluating. Assessment used in this research is Pretest and Posttest test technique to know student learning result of cognitive assessment, attitude assessment, making mind mapping and observation sheet to know teacher and student attitudes during learning process. The results showed an increase in the average of the assessment of learning outcomes. On the cognitive assessment of the average value of cycle I is 69 while the second cycle reached 72.5 and the third cycle reached 74, on the affective assessment of the average value of cycle I is 61 while the second cycle reached 63 and the third cycle reached 74. This shows that the use of model Cooperative Learning Type Mind Mapping can improve student learning outcomes on the theme of togetherness kebersamaa subtema in the diversity of class IV D SDN Komplek Karang Taruna Sari. Thus, the use of Cooperative Learning type Mind Mapping model can be used as one of the learning models to be applied to thematic learning with other themes and subthemes.

PENERAPAN MODEL PETA PIKIRAN (MIND MAPPING) UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA KELAS IVB SD NEGERI 007 BANGKINANG

ABSTRACT This study aims to describe the improvement of students' writing skills narrative grade IVB SDN 007 Bangkinang. The subjects of this study were the students of the IVB class which amounted to 22 people. The data collection techniques used in this research were documentation, observation, and test. Based on the results of this study can be concluded that writing the narrative essay of students is good, from 22 students only 17 students or 77.27% who achieve mastery individually. The result of writing the narrative essay of students in cycle II is also quite good with an average of 82.54 and from 22 students there are 19 students or 86.36% who achieve mastery individually. Thus it can be concluded that the application of Mind Mapping model can improve can improve the writing skills skill of students' narrative class IVB SDN 007 Bangkinang. Keyword : Model Mind Mapping , Result Of Skill Write, Composition Of Narasi

PEMBELAJARAN MODEL MIND MAP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KOMPETENSI SISTEM KELISTRIKAN DAN INSTRUMEN SISWA KELAS XI TEKNIK SEPEDA MOTOR SMK DIPONEGORO DEPOK SLEMAN

The aims of this research are to increase: (1) the activity of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electrical system and instrumen lesson through mind map learning model; and (2) the learning outcomes of students of class XI Motorcycle Engineering Program In SMK Diponegoro Depok Sleman on the electricalsystem and instrumen lesson through mind map learning model. This research was conducted atSMK Diponegoro Depok Sleman. The subject ofthis research are students offOdd Semester class XI TSM 2014/2015 academic year. Object ofthis study is Mind Map model to improved learning activities and learning outcomes. The type of this research is the Classroom Action Research (CAR) conducted in three cycles, each cycle consists of planning, execution (interview,observation, documentation and testing), observation and reflection. Data collection techniques used observation sheet and achievement test. The data were analyzed using quantitative analysis.The results of this study concluded that: (1) application of the mind map learning model canenhance the activity of learning, this is evidenced by the average student activity presentations onfirst cycle is 28,4%, on second cycle 60,2% and the third cycle is 86,4%; and (2) application ofthe mind map learning model can improve the learning outcomes of competences electricalsystems and instrument, this is evidenced by the average value of learning outcomes preaction is62.65, the average value of learning outcomes of the first cycle is 71.87, the average value oflearning outcomes of the second cycle 81.09, and the average value of learning outcomes of the third cycle 88.1