Mind Mapping Strategy Research Articles

Improving critical thinking skills of master students through problem-based learning model

Critical thinking is one of the most essential skills in the education system of modern society. In the field of education, many methods and techniques are used to develop this skill. In this regard, the problem-based learning method can be considered as the most effective of the various methods. This article investigated the efficiency of Problem-Based Learning (PBL) model as a useful strategy for improving English language learners’ critical thinking skills. The participants of this study were 34 Master Students of Academic Writing program of Khoja Akhmet Yassawi International Kazakh-Turkish University. English language learners were separated into experimental and control groups. The author used pre and post tests as a data collection instrument. In order to analyze the test results a quantitative method and descriptive statistical analysis were applied. The test scores were measured according to the six indicators of Bloom's Taxonomy thinking levels. The study lasted five weeks and the experimental group was taught online via Google classroom platform. In this research, a mind mapping strategy was used as a brainstorming tool to define and solve problems. It can be noted that the experimental group's post-test scores and learning outcomes were significantly improved. The experimental group achieved high scores from understanding and evaluation indicators, scoring 79% and 76% higher than the average scores respectively. This means that they can understand and evaluate any information they read or hear. While the other indicators, namely memorization (65%), application (68%) creation (61%) and analysis (51%), were also higher than the previous test scores. The latest results of the study identified the problem-oriented learning (PBL) model as the most effective method for developing critical thinking and recommend its independent application in any educational institution. It was also found that the integrated application of the problem-based learning (PBL) model with the mind mapping strategy can improve English language learners’ critical thinking skills. Keywords: critical thinking, Bloom’s Taxonomy, problem-based learning (PBL), mind map, MindMeister.

IMPLEMENTASI PENDIDIKAN KARAKTER TANGGUNG JAWAB MAMPU MENINGKATKAN HASIL BELAJAR SISWA

Character education has been rolled out since 2010 and is still valid today. In character education there are several values, one of which is responsibility. The character of responsibility is very important so that the school becomes a self-development institution to achieve success. Depletion of awareness and even loss of the character of responsibility in students which hinders learning activities so that this should not happen (Kamila, 2013). This study focuses on definitions, benefits, and strategies in learning to improve the character of student responsibility in schools. The results of this study include: 1) character refers to a series of attitudes, behaviors, motivations, and skills, while the character of responsibility is the attitude and behavior of a person to carry out the duties and obligations that he should do to yourself, society, environment (natural, social, and cultural), the State and God Almighty; 2) the benefits of the character of responsibility are that it can improve the quality of learning in the classroom and can improve school quality standards; 3) the character of responsibility can be done with a mind mapping strategy, inquiring mind what to know, CRH, NHT, and Quiz Team. This study concludes that the character of responsibility and learning must be carried out as one of the character education in schools through several strategies.

Impact of Mind-Mapping Instructional Strategy on Secondary School Students’ Achievement and Retention in Biology in Delta State

The study investigated the Impact of mind-mapping instructional strategy on Secondary School Students Achievement and Retention in Biology in Delta State. Two research questions were raised and two hypotheses were formulated to guide the study. The design for the study was pretest, posttest, and delayed test control group quasi-experimental design. The Sample for the study comprised 151 SSII Biology students sampled using simple random sampling technique. Instruments used for data collection were duly validated Biology Achievement Test (BAT). Reliability of BAT was established using Kuder-Richardson formula 21 (KR-21) which yielded a reliability coefficient of 0.81. Obtained data were analyzed using mean, standard deviation, t-test, percentage and ANOVA. The results show that there was a significant difference in the mean achievement and retention between students taught Biology using mind-mapping strategy and lecture method. It was concluded that mind-mapping strategy promotes students’ achievement and retention in Biology more than the lecture method. It was thus, recommended that biology teachers in secondary schools should adopt and integrate the use of mind-mapping strategies in the teaching and learning of Biology in Delta State.

Impact of Mind Maps on Student's Reading Comprehension at Secondary and Higher Secondary Levels in District Buner

This study aims to determine how mind-mapping strategies develop the reading comprehension of English language learners in grades ten and twelve. The study focuses on teaching English grammar and text, keeping in view their textbooks. The researcher has used a quasi-experimental design. The study sample comprised sixty students, thirty from the tenth and thirty from the twelfth grade. Thirty students were placed in the experimental group and thirty in the control group. The experimental group received the mind mapping treatment for one month, whereas the control group was given instructions via traditional methods. The researcher analyzed both qualitative and quantitative data from pre-and post-tests and an interview to test the impact of mind-mapping strategies on the participants' reading comprehension. The data were analyzed through a t-test. The statistical analysis showed a significant difference in the mean score of both groups and showed that mind-mapping strategies positively impact the students reading comprehension.

Applying Mind Mapping Strategy in Fostering Students’ Writing Skill

This research was conducted to undertake students’ problems in writing skill dealing with the process to produce descriptive text in which there were 28 students of MTs Mambaul Ulum Banjarejo Pagelaran Malang. Regarding to the research design, Classroom Actin Research (CAR) was utilized. The research employed two cycles in which each cycle consisting of two meetings. Dealing with the instruments, test (preliminary and post-test) was applied to obtain data findings. Test covered pre-test and post that was used to investigate students’ prior writing skill score before and after teaching them by using mind mapping. In analyzing students’ writing skill, He utilized writing Scoring Rubric. Finding showed that in preliminary test, students obtaining a minimum mastery criterion (KKM) was 10,71%. It indicated that mostly students’ writing skill was under score minimum. Yet, for the first cycle, students obtaining a minimum mastery criterion was 42,85%. The first cycle showed an improvement of students' writing score. While for the second cycle, students obtaining a minimum mastery criterion was 75,00%. Finding underlined mind mapping was effectively in fostering students’ writing skill. Hence, this research highlighted and recommended mind mapping strategy should be applicated and utilized when teaching writing skill related to descriptive text exactly.

Peta Ide sebagai Strategi Menulis Deskriptif Teks pada Siswa Pontren Al-Falah

AbstractWriting is a simple and enjoyable activity. Students can be helped with various strategies to express their ideas, thoughts, and feelings in writing. This service is provided to assist Madrasah Aliyah Al-Falah students in writing descriptive texts using mind mapping strategy. The students liked the strategy because it motivated them to write descriptive texts in a fun way. Mind mapping is still the recommended strategy for writing descriptive texts because it can create a pleasant classroom environment, encourage students to be more creative in expressing their ideas, and improve writing results.Keywords: descriptive text, mind mapping

The Effect of Mind Mapping Strategy Towards Students Writing Skill at the Tenth Grade Students of MA Anwarul Hidayah Ciputri Menes Pandeglang in Academic Year 2022/2023

This study aims to investigate the implementation of Mind Mapping strategy towards student's writing descriptive at the tenth-grade students of MA Anwarul Hidayah Menes Pandeglang. The study used quantitative approach, while the method used is quasi experimental method with pre-test and post-test design. It used a triangulation of data collection methods involving pre-test, treatment and post-test. The data obtained from 2 classes, they are experiment and control class. The experimental class for this research was XA and the control class was XB. Each class consists of 30 students. The total sample is 60 students. The experimental class’s mean score on the pre-test was 50.23, while the control class’s mean score on the pre-test was 48.57. On the other hand, the post-test result is, the mean score of experimental class was 69.07, while the mean score of control class was 63.33. The hypothesis calculating was done by using SPSS 22. The result obtained from hypothesis test is 0.00 < 0.05 it means that there is significant effect of Mind Mapping strategy towards student's writing descriptive at the tenth-grade students of MA Anwarul Hidayah Ciputri Menes Pandeglang in academic year 2022/2023.

Effectiveness of socio-scientific issues with mind mapping strategy on students learning outcomes on heat topic

This study aims to describe student learning outcomes in the knowledge aspect by implementing the socio-scientific issues method with a mind mapping strategy. The type of research uses a pre-experimental design with a one-group pretest-posttest design. The studied samples consisted of 32 students of grade eight junior high school SMP Negeri 14 Gresik, Indonesia. Data was collected using instruments in the form of learning implementation observation sheets, student response questionnaire sheets, and test assessments. The results of this study, namely: (1) the implementation of learning with the socio-scientific issues method with a mind mapping strategy at each stage got a very good category; (2) the application of the socio-scientific issues method with the mind mapping strategy received a very good response; (3) learning outcomes in the knowledge aspect showing an increase as evidenced by the N-gain average value in the high category.

Integrating learning strategies for efl learners’ vocabulary enrichment and retention

This research investigates the impact of an integrated method based on Key-Word Strategy (KWS) and Mind-Mapping Strategy (MMS) on learning and retention of English vocabulary. The sample consisted of 80 Saudi female EFL students enrolled in the first grade of high school. The data were collected using pre-tests and post-tests and statistical analysis of the results compiled by employing a series of procedures, with all differences tested using statistical significance benchmark of 0.05. Results showed the outperformance of experimental group over the control group in the post-test. Similarly, the performance of the experimental group in the post test was much better than that in the pre-test. These results establish the positive impact of using the integrated method based on the MMS and the KWS for developing/ enriching and retaining vocabulary knowledge. The study recommends EFL teachers, learners and educational curriculum developers to integrate KWS and MMS in the Saudi context.

KEEFEKTIFAN STRATEGI MIND MAPPING TERHADAP PEMAHAMAN KONSEP MATEMATIS MAHASISWA

This research is entitled The Effectiveness of Mind Mapping Strategy on Students' Mathematical Concept Understanding. This study aims to determine whether there is an Effectiveness of Mind Mapping Strategy on Understanding Mathematical Concepts of Students at STMIK Royal Kisaran in Linear Algebra Course. The population in this study were all students of the STMIK Royal Computer System range. This research is an experimental study involving 35 students from SK 2A to Experiment class and 35 students from SK 2B to control class. Based on the results of hypothesis testing, the value of dan , then . This states that there is an Effectiveness of Mind Mapping Strategy on Understanding Mathematical Concepts of Students at STMIK Royal Kisaran in Linear Algebra Course.

The Effect of Using Mind Mapping Strategy towards Students’ Learning Activities

This research aimed to investigate the effect of using Mind mapping towards Students’ learning activities on Economic at State Senior High School 1 Kampar. Grade X1, which consisted of 34 students, was selected as sample and was assigned as the experimental group that received treatment while X2, which consisted of 33 students, was assigned as control group. The data of this experimental research were collected through observation and documentation. Further, those data were analysed whit T-test. Based on the results, there was a significant effect of using Mind mapping strategy towards students’ learning activities on economic with higher percentage than control group.

EFL Teachers’ Perception of Implementation of Mind-Mapping for Enhancing Learning Engagement

The research design used in this study is a mix-methods research approach. A sample of 74 EFL teachers was selected randomly from the foreign language centers of Can Tho city. This study employed two major instruments to explore the above-mentioned. (1) The questionnaire was administered to find out EFL teachers’ perception towards the implementation of mind mapping for enhancing learning engagement. Then, (2) semi structured interview was conducted to explore the common mind mapping strategies used in EFL classes for enhancing learning engagement. The data collected from the questionnaire was analyzed by using SPSS software. The study reveals that EFL teachers have positive attitudes toward the implementation of mind mapping for enhancing learning engagement. Putting the mind-mapping method in teaching in foreign language is necessary to promote the spirit of self-directed, active, creative learning and a scientific knowledge system for learners. Innovating teaching methods with open mind-mapping allows learners to research and solve their questions and difficulties in understanding and analysis.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

Effects of mind mapping on learning ESP vocabulary: a case study

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

The integration of mind mapping strategy on students’ essay writing at universities kristen Indonesia

This study investigates the integration of mind mapping strategy on students' essay writing at Universities Kristen Indonesia, and it was done at Universitas Kristen Indonesia. The study method used was a quantitative method with a quasi-experimental design. The population was the third-semester students and the fifth-semester students, which consisted of two classes. Both classes consist of 43 students. The instrument of this research is a writing test. The test was administered as a pre-test and post-test to the experimental and control group. Data were collected and analysed using SPSS version 18. T-tests at the 0.5 level and covariance analysis are used to analyse the data. The result is that mind maps are one of the learning alternatives that teachers can use in teaching essay lessons. Students' performance in the experimental group increased compared to students in the control group by using mind maps, and the mind map is an important teaching material for the students. Then it is suggested that the mind mapping could be used by lecturers as an alternative to improve the students' ability in writing the essay.

تطبيق استراتيجية التعليم"الخريطة الذهنية" لرفع حماسة الطلاب ونتيجة تعلمهم في درس النحو العربي

After conducting the observation, the researcher found some students' problems in understanding Nahwu lesson, especially for the third grade. It was also found that students' enthusiasm declines in the process of teaching Nahwu in the classroom. Hence, the researcher wanted to provide Teaching solutions using the mind mapping strategy to raise students' enthusiasm and the result of their learning. In this strategy, the researcher did not make any products of mind mapping, but used the mind mapping process as the kind of strategy which had been conducted by the researcher. The aim of this research is to reveal the increase in students' enthusiasm and the result of their learning. The data came from the result of students' enthusiasm in the class and the result of their learning. This research based on the Classroom Action Research using Kemmis and Mc. Taggart model. After applying two cycles of the teaching in the class, doing the observation as well as the reflection which the researcher did the result’s comparison between the first cycle of teaching and the second one, the researcher obtained that the mind map strategy is able to raise students' enthusiasm and the result of their learning. Based on the aforementioned results, the researcher suggested that the mind mapping strategy could be used primarily in the Nahwu lesson.

The effectiveness of using the mind mapping strategy in improving preparatory school students' Creative writing skills

The effectiveness of using the mind mapping strategy in improving preparatory school students' Creative writing skills

Improving students’ writing skills by using mind-mapping assisted by MindMeister at the twelfth graders in SMA Negeri 2 Ujungbatu

The study focuses on improving students’ writing skills through a mind-mapping strategy assisted by the MindMeister application in writing news text. This classroom action research was conducted in two cycles. This study was held in SMA Negeri 2 Ujungbatu, Rokan Hulu Regency, Riau. The sample is 30 twelfth-grader students. The variable measured was students’ writing skills. The data was collected using a pretest-posttest, observation checklist, and questionnaire. The pre-test score was 59.57, while the post-test was 82.23. The writing test in the second cycle reached 78.22. The mind mapping assisted by the MindMeister application strategy can influence writing skills. The analysis of the questionnaire and observation also supported that the strategy is appropriate in teaching writing news text. The teacher should be creative and innovative to create enjoyable learning processes to motivate students in writing.

Effectiveness of Mind Mapping Strategy on Nurses' Knowledge and Practice regarding Infection Control Measures in Operating Room

Effectiveness of Mind Mapping Strategy on Nurses' Knowledge and Practice regarding Infection Control Measures in Operating Room

Effectiveness of Mind Mapping Strategy Using among Community Undergraduate Nursing Students

Effectiveness of Mind Mapping Strategy Using among Community Undergraduate Nursing Students