Mnemonic Method Research Articles

THE USE OF MNEMONIC METHODS AND ASSOCIATIVE CARDS IN STUDYING GENETICS ANNOTATION

This article explores the effectiveness of using mnemonic techniques and associative cards in the study of genetics. The focus is on the principles of how associative cards function and their role in enhancing the memorization of complex genetic terms and processes. The literature review supports the positive impact of visualization and associations on students’ cognitive activities, highlighting how these methods facilitate the retention of challenging information in fields like biology and genetics. Mnemonic techniques, which combine verbal and visual elements, help learners build stronger cognitive connections and improve recall accuracy. Associative cards are discussed as a tool for integrating visual and textual information, allowing students to grasp genetic concepts such as DNA replication, mutations, and hereditary patterns more effectively.Moreover, the article examines the practical implementation of mnemonic methods in the modern educational system, particularly focusing on the use of digital platforms like Quizlet and Anki. These platforms utilize spaced repetition techniques to improve long-term retention, making the learning process more flexible and interactive. The research emphasizes how personalized study approaches, using these cognitive tools, contribute to better learning outcomes and overall academic performance.The conclusions show that the incorporation of mnemonic techniques and associative cards into genetics education not only enhances student engagement but also significantly improves the efficiency of mastering complex biological concepts. This study underlines the potential of these methods to be further integrated into educational curricula to address learning challenges in genetic studies.

The Effect Of Song Mnemonic On Students’ Vocabularymastery Of MTsN Tanjungbalai

The objective of this research to identify the faced by the seventh grade students’ at MTsN Tanjung Balai, to identify the causes of students' difficulties in improving vocabulary mastery of seventh grade students at MTsN Tanjung Balai in the 2023/2024 academic year. The population was 54 students and the researcher took a 2 class random sampling design, namely: control class and experimental class to carry out pre-test post-test. Material about describing something. In collecting data, researchers used tests to apply the song mnemonic method for several weeks and compared the pre-test and post-test to determine the effect of applying the song mnemonic method. Then the data obtained was analyzed through five stages, namely normality test, homogeneity test, hypothesis test, effect size test and statistical hypothesis. Finally the researcher found that it showed that the value of the T-test was 7.659 and the degree of freedom (df) was 54 (df-2;54-2=52). The value of T is significant 5% of T-table of db= 2.00. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It can be concluded that the influence of using the song mnemonic method has an influence on increasing students' mastery of English vocabulary. So the suggestion is that teachers must be more creative in developing appropriate learning methods to be taught to support effective learning activities in the classroom.

MNEMONICS AS A MEANS OF DEVELOPING LEXICAL SKILLS WHEN TEACHING THE KAZAKH LANGUAGE

The article talks about the methodology of using mnemonics in the learning process in classes on teaching Kazakh as a second language in the formation of lexical skills when teaching the Kazakh language. The purpose of the article is to analyze the effectiveness of the combination of mnemonics in the traditional learning process. The use of mnemonics in the learning process promotes involuntary memorization of lexical units, helps to quickly recall them from long-term memory, grammatically link lexical units and understand their grammatical meaning. The research project examines various mnemonics methods to optimize the formation of students’ lexical skills, namely: the method of phonetic associations, the method of free associations, methods of active repetition. The work pays special attention to a number of advantages of using mnemonic methods as an effective means of developing lexical skills, as well as problems that may arise when using this method in the educational process. The article summarizes the results of the analysis of pedagogical and methodological literature on the use of mnemonics in the aspect of developing students’ lexical skills, and also analyzes alternative views of scientists and practicing teachers, which confirm the relevance of research work for modern language didactics. It is concluded that mnemonics have a high potential for increasing the efficiency of the language learning process. The methodologically correct introduction of mnemonics into the educational process helps to increase the volume of lexical units assimilated by students, a more detailed understanding of intra- and interlingual complexities, and develops didactic skills in students. An effective educational situation created through a positive learning environment contributes to the development of students’ lexical skills at a high level.

The influence of the use of the mnemonic method for memorizing the bones of the carpal tunnel by the medical student

Anatomy is considered the cornerstone of medical education; Anatomical knowledge is essential for doctors regardless of their specialty. Many articles have compared anatomy teaching methods.This study was designed to evaluate the usefulness of a simple mnemonic method for memorizing the carpal tunnel bones.Twenty-six physiotherapy students, 3rd year trainees in the rehabilitation and functional rehabilitation department, were included in this study,when A majority of students (63.7%) said they were satisfied with the mnemonic method .The influence of using mnemonic method for memorizing the anatomical region studied before or after the course positively influences the students' understanding of anatomy.Based on our experience and student feedback, we strongly advocate the use of the mnemonic method for memorization as a course adjacent in anatomy teaching

Saberes docentes movilizados en adaptaciones del Método Zaba a la historia de Brasil hechas por profesores en Salvador, Bahia (1871)

The Zaba method was a variation of what became known in the 19th century West as the Polish mnemonic method for teaching Universal History, created by Antoni Jazwinski in the 1820s and modified by Jozef Bem in the 1830s. At 1840 another pole, Napoleon Felix Zaba, developed his own version of the method and, over the next four decades, lectured on it in several, including Brazil. This work aims to analyze the reception of the Zaba method at his passage through Bahia, in 1871 june and july, when his lectures were attended by the high echelon of public education of that province, by normalists and primary teachers, giving rise to attempts to adapt the method to Brazil history. We aim to understand how the leaders perceived the effectiveness of the method for History Teaching in Bahia, and how the teachers and normalists mobilized their knowledge and efforts to adapt the issues to primary classes.

Saberes docentes movilizados en adaptaciones del Método Zaba a la historia de Brasil hechas por profesores en Salvador, Bahia (1871)

The Zaba method was a variation of what became known in the 19th century West as the Polish mnemonic method for teaching Universal History, created by Antoni Jazwinski in the 1820s and modified by Jozef Bem in the 1830s. At 1840 another pole, Napoleon Felix Zaba, developed his own version of the method and, over the next four decades, lectured on it in several, including Brazil. This work aims to analyze the reception of the Zaba method at his passage through Bahia, in 1871 june and july, when his lectures were attended by the high echelon of public education of that province, by normalists and primary teachers, giving rise to attempts to adapt the method to Brazil history. We aim to understand how the leaders perceived the effectiveness of the method for History Teaching in Bahia, and how the teachers and normalists mobilized their knowledge and efforts to adapt the issues to primary classes.

THE EFFECTIVENESS OF THE MNEMONIC METHOD TO IMPROVE LONG-TERM MEMORY ON TRIGONOMETRIC FUNCTION LIMITS MATERIAL

This research aims to determine the effectiveness of applying the mnemonic method which is linked to long-term memory in the material on limits of trigonometric functions in basic calculus courses in the Palangka Raya University mechanical engineering education study program. The research is action research based on the Kurt Lewin model which consists of several stages including: planning, action, observation and reflection. The research subjects were 44 students taking basic calculus courses. The results of the research show that the mnemonic method is effective for improving long-term memory in Trigonometry function limits material in basic calculus courses in the Mechanical Engineering Education Study Program, Palangka Raya University. This can be seen in the average test result after being given lectures using the mnemonic method, which is 70.5 with classical completeness achieved being 88.6%. Thus, the expected classical completeness of 75% was achieved. Student responses to the use of mnemonic methods in lectures. As many as 95% of students agreed that lectures were fun. The majority of students are actively involved in lectures using this mnemonic method, where as many as 90.9% agree and it is easier for students to remember mathematical formulas in the material on limits of trigonometric functions with this mnemonic method, where as many as 97% agree. The majority of students agree that the mnemonic method needs to be used again in the next lecture material which contains many mathematical formulas, with 90.4% agreeing.

Improving Mastery of Indonesian Vocabulary through Music Mnemonic Method and Picture Cards in Elementary School

At this time, the subject of Indonesian is not a compulsory subject in schools. However, mastering Indonesian vocabulary still requires more work for many students. The complex information in the linguistic rules of the language subject in Curriculum 2013 makes it difficult for students to memorize. This study aims to improve grade 4 Indonesian vocabulary mastery in elementary school through music mnemonic and picture card methods. The research design used was a quasi-experimental study with a between-subject design. The between-subject design is an experimental research design involving two or more groups given different treatments. The design used in this study was a pre-test-post-test control group design. The participants were 30 students aged 9-11 with Indonesian vocabulary mastery scores below the average. The results showed an increase in Indonesian vocabulary mastery through music mnemonic and picture card methods for grade 4 students in elementary school. The group with music mnemonics has the highest score due to the multimodality of various memorization methods that impact the chunking effect on working Memory so that new information can more easily enter the Long-Term Memory. It is concluded that the use of accrostic-type mnemonic techniques has a significant effect on students’ memory level. This study provides input to teachers and schools to combine several methods in providing learning in accordance with children's cognitive development stage.

The Effectiveness of Using Mnemonic Methods in Teaching the Kazakh Language

The problem of teaching the Kazakh language in our country is one of the most urgent. This direction currently requires optimization, systematization of this area, updating the methodology, increasing the number of experienced specialists and high-quality training content. Of course, it cannot be said that there is neither development nor change. There is development, and change, and result, but slower, with less result. The specialists who teach the Kazakh language also hone their experience and prepare educational content. It is known that this process is being carried out in the republic, starting from kindergartens and ending with schools, colleges, universities, language learning centers and private centers that teach the Kazakh language daily. Every citizen who teaches and studies the Kazakh language directly contributes to the expansion of the scope of the state language, improving the status of our language. Now it is very important that the methodology and training content that ensure the quality of these processes are constantly improved and updated in accordance with the rapid changes of time. To do this, every specialist of the Kazakh language should constantly look for scientific and methodological orientation, be able not only to master new technologies, but also to use them rationally in the classroom. In language teaching, it is very important that the teacher achieve a true result, i.e. be able to formulate the skills and abilities of the audience to speak Kazakh, write, read, listen and understand. The proposed article discusses various ways to achieve results in teaching the Kazakh language. The authors gave a scientific and theoretical description of mnemonic techniques that allow you to correctly memorize lexical and grammatical material, and suggested ways to use it effectively in language lessons. It is noted that the frequent use of these methods as an innovative technique in linguistics lessons makes it possible to improve the methodology and hone language experience.

An empirical study of schema-associated mnemonic method for classical Chinese poetry in primary and secondary education based on cognitive schema migration theory

Classical Chinese poetry, as an indispensable part of China′s national culture, provides valuable resources for improving literary literacy and fostering patriotism among primary and secondary school students. This study, based on cognitive schema migration theory, investigated the effect of a "schema-associated mnemonic method" on the memory efficiency and retention of classical Chinese poetry memorization among the students. Through a controlled experiment, the results revealed that the experimental group (n = 63) outperformed the control one in memorizing classical poetry with higher memory efficiency and retention, which indicates the sustainable application prospects of the method in primary and secondary education. The findings of this research can provide beneficial insights for the effective integration of classical Chinese poetry teaching and educational technologies.

The Effect of Mnemonic Method with a Deductive Approach in Shorof Learning on Students Learning Outcomes

The aim of this research is to see how using a mnemonic method with a deductive approach affects in shorof learning outcomes of Interdisciplinary Islamic Studies students at Nahdhatul Ulama University Yogyakarta. Success in learning can be influenced by the selection of appropriate methods by the teacher during learning. One of the methods that can be used is the mnemonic method. This quantitative research used an experimental technique, a quasi-one-group pretest-posttest design. The acquired data were evaluated using descriptive statistical tests, a normality test with Kolmogorov-Smirnov, and a paired sample t-test. The findings of this research demonstrated that using the rhyme mnemonic method with a deductive approach to the subject of isim jamid in shorof learning, paired with the rhyme of sholawat badar, had an effect on students' learning outcomes. This was shown by an increase in the average students’ pretest score from 61.50 to the average students’ posttest score of 81.67. The results of the significant value of the paired sample t-test being 0.000 also reinforced this effect. These significant findings revealed that Sig 0.000 < 0.05, indicating a substantial difference in students’ learning outcomes before and after using the mnemonic method with a deductive approach in shorof learning. Suggestions for further research are to vary learning methods and approaches, considering that this way can affect the level of students’ understanding of the materials taught.

Constructing hermeneutical relations: a postphenomenological inquiry into immersive VR memory palaces

While VR adaptations of the mnemonic Method of Loci (or the ‘Memory Palace’ technique) show promising results in increasing mnemonic capabilities, little to no research has explored the use and integration of Virtual Memory Palaces over time in a context of self-initiated studying. To explore the use of Virtual Memory Palaces (VMPs) contextually, we conducted an in-the-wild study where we gave ten participants a VR Head-Mounted Display through which they could access and furnish their VMP over eight weeks. We conducted go-along interviews in our participants’ VMPs at various intervals throughout the eight-week study, exploring their creations and querying them about their experience. Based on our findings, this article discusses individual and contextual factors that come into play when a VMP is approached as a personal project in the midst of an already-established study routine. We frame our study as a postphenomenological inquiry into the mediating effects of VMPs, where our primary interest lies in what relationship the students developed to the VMP.

Upaya Meningkatkan Hasil Belajar Siswa dan Retensinya Menggunakan Metode Mnemonics

The mnemonic method is a powerful technique for memorizing the subject matter we study. This study aims to determine the effect of using the mnemonic method on male reproductive system material on student learning outcomes and retention. This classroom action research involved 30 class XI students of SMAN 10 Pontianak for the 2022/2023 academic year. It uses two learning maintenance cycles. Two male reproductive system lesson plans, two Likert scales for observing teacher performance, and two achievement tests were administered in this study. The research results show that the average score of student learning achievement increased from 56.0 to 81.0. The percentage of learning completeness is 83.3%. In addition, some students' notes use mnemonic techniques. It was concluded that the mnemonic technique succeeded in increasing student learning outcomes and their retention (in the high category) in the male reproductive system material. Some recommendations are that this technique should be used by teachers in schools

The effect of mnemonics method on students’ retention and learning outcomes in the learning of biology

The mnemonic method is one of the procedures that is considered effective for improving students’ learning outcomes and memory. This study aims to examine the effectiveness of the mnemonics methods in improving students' retention and learning outcomes in Biology class on the System of Biological Classifications. The pre-experimental method with one group of pre-test and post-test design was applied in this study. Thirty students of a secondary school in Pontianak were used as research samples taken by using intact group random sampling. The learning outcomes test used was 20 multiple-choice questions with four options having a validity level of 0.86 and a reliability of 0.87. Based on the data analysis, it was concluded: (1) the average learning outcomes before treatment was 48.50 and after treatment was 72.50; (2) the differences in the average student learning outcomes before treatment was = 48.50 and after treatment was = 72.50 (t = 5.517, p <0.05); (3) the level of increase in retention power after treatment of R = 0.85.06% is high. It is recommended that Science-Biology teachers apply mnemonics in a varied and sustainable manner to make it more useful and according to the content of the teaching material to be taught.

Mnemonic Learning in Increasing Early Children's Arabic Vocabulary

The purpose of this study was to find out how the form of applying mnemonic learning in increasing Arabic vocabulary in early childhood at RA Darussalam, Prasi, Gading. This research used a qualitative approach with a type of field research. The data sources were obtained through 2 research instruments, namely observation, interviews, and documentation with 5 informants (principals, homeroom teachers for classes A and B, and 2 student guardians). The data analysis technique used the Miles and Huberman Interactive Model with data reduction activities, data presentation, and drawing conclusions. Data validity with source and technique triangulation process. Learning Arabic using the mnemonic method as an effort to increase students' Arabic vocabulary was accomplished by several activities. Among them were the introduction of hijaiyah letters and their punctuation, choosing material sources according to student needs, recognizing and repeating the rhythm of the song, providing learning concepts with mind maps, and reflecting on learning experiences into new knowledge for students. This mnemonic learning becomed a remembering strategy for students by involving the right brain so that information will be stored longer and easier to recall when needed because it is stored in long-term memory.

Bil holovy: klasyfikatsiia; diahnostyka; pryntsypy likuvannia (ohliad literatury; opys klinichnoho vypadku)

Introduction. Headache (cephalgia) is one of the most common neurological disorders and is among the 20 most disabling diseases in the world. Most cases of headaches are benign, while others require constant monitoring and treatment, and some are life-threatening. For individuals with a history of headaches, the physician should determine whether headache belongs to a well-known primary headache disorder, is an exacerbation of primary headache disorder induced by another medical condition, or a new secondary headache. The aim of the study is to conduct an analysis of a vascular events in a patient with secondary headache, who was diagnosed in the Neurology Department in 2023. Materials and methods. Systematic and comparative analysis, biblio-semantic method used for the interpretation of the obtained results were supplemented with a survey of literature including 18 articles published in the international renowned sources. Results. Secondary cephalgias are those in which the headache is a symptom of another disorder recognized as a potential underlying cause. Secondary headache occurs much less often than primary one, but it can encompass life-threatening pathology. A clinician should be able to distinguish between primary and secondary headaches, elaborating a specific diagnosis for each particular patient with a headache. For this purpose doctor should know the criteria for each type of headache and be capable to recognize "red flags" of secondary headache. The paper contains thorough analysis of the basic principles of diagnosis and diagnostic criteria of all known forms of cephalgia, as well as European principles of management of patients with the most common forms of headache disorders for general practitioners. Scaffolding of the article is consistent with International Classification of Headache Disorders, third revision (ICHD-3), developed by the International Headache Society in 2018, which currently is the main tool for diagnosing different forms headache disorders. The most important aspect in the diagnosis of different forms of cephalgia is patients history and medical examination. Primary headache is not a diagnosis of exclusion, but rather is based on clinical findings obtained during examination. The presence of atypical signs or "red flags" should raise concern about secondary headache. Conclusions. Many types of primary headaches can be diagnosed based on a thorough history and physical examination without use of additional examination methods. Neuroimaging is not necessary if the patient has migraines or other primary headaches with normal neurological status and the absence of the "red flags" or signs of secondary headache. The SNOOP mnemonic method is useful tool for ensuring that "red flags" are not missed. In case the "red flags", signs of secondary headache are detected, neuroimaging or other additional diagnostic tests should be used, out of which the preference should be given to the MRI of the brain. Keywords: primary and secondary headache, subarachnoid stroke, diagnosis, treatment.

Perbandingan model pembelajaran problem based learning dengan metode mnemonic dan model pembelajaran problem based learning dengan alat peraga terhadap kemampuan penalaran matematis siswa

<strong><em>Students' mathematical reasoning abilities are still relatively low, this is due to the passive factor of students (only receiving information from the teacher) and the selection of learning models that are not appropriate to the mathematics learning material. This study compared two experimental classes, namely the first experimental class used the problem based learning model with the mnemonic method and the second experimental class used the problem based learning model with teaching aids. The method used in this research is quasi-experimental, the sampling technique is purposive sampling. The population in this study were class VII students of SMPN 2 Balaraja, totaling 306 students with a total sample of 68 students. The instrument used is an essay test. Hypothesis analysis was carried out using the pooled variance model t-test, because the samples were normally distributed and homogeneous. The results of the pooled variance t-test for the pretest data obtained t_(count)=1.42 and t_(table)=1.997 so there was no significant difference, while for the posttest hypothesis test obtained t_(count)=2.70 and t_ (table) = 1.997, it can be concluded that after being given treatment there are differences in students' mathematical reasoning abilities in the matter of linear equations or variables between students who are given the problem-based learning model using the mnemonic method and the problem-based learning model with visual aids. This shows that the problem based learning model with visual aids is higher than the problem based learning model with mnemonics</em></strong>

The Use of Mnemonic Method and Its Implications for Arabic Learning

Success in learning Arabic can be influenced by the selection of the right method by the teacher during learning. The method used in the learning process is often in the spotlight. This study aims to discuss the use of the mnemonic method and its realization in learning Arabic. This research uses a literature study with a descriptive qualitative approach. Data obtained from observation and analysis of books and scientific articles related to the use of the mnemonic method. While the data were analyzed in descriptive-analytical, including data reduction, data presentation, and conclusion. The results of this study indicate that the use of the mnemonic method helps students in their ability to remember the new vocabulary, grammar, and Arabic rules they have learned. The material is stored in students' memories for a long time.

COVID-19 Vaccination and Community Management: A Qualitative Study.

Nurses play key roles as vaccination agents and frontline workers who deal with prejudice and misinformation. This study examined the attitudes and perceptions of nursing students regarding corona-virus disease 2019 (COVID-19) vaccination and its social and institutional management. This qualitative study consisted of an exploratory phase involving first- and fourth-year nursing students and a second phase using the PhotoVoice tool SHOWED mnemonic method followed by discussion groups with second-year nursing students. Three themes emerged: (1) hope tinged with fear; (2) too much information generating fear, uncertainty, and mistrust; and (3) leaders without recognition or voice. The results inform the body of knowledge in nursing science and enhance changes in clinical practice by providing new insights regarding the perceptions of nursing students on vaccination and its management, highlighting the need to train future nurses in health literacy and new ways to interact with community members. [J Nurs Educ. 2023;62(6):343-350.].

Implementation Of The Keyword Mnemonic Method And Its Effectiveness To Improve Arabic Vocabulary Mastery

This study aims to determine: 1. Arabic vocabulary mastery of MTs Plus Darul Hufaz Jatinangor students before implementing the mnemonic method, 2. Arabic vocabulary mastery of MTs Plus Darul Hufaz Jatinangor students before implementing the mnemonic method, 3. The effectiveness of implementing the mnemonic method with keywords on mastery Arabic Vocabulary Students MTs Plus Darul Hufaz Jatinangor. This research is experimental, using a quasi-experimental design model. This study has two variables, and the first is the independent variable, namely keyword mnemonics, and the second dependent variable is Arabic vocabulary mastery. The population of this study was all students of class VII MTs Plus Darul Hufadz Sumedang. Then a sample of class VII B was selected as the experimental class and VII A as the control class. The data collection technique is by giving a pretest, pretest, and posttest as a test. The data analysis technique uses the "t" test with the help of SPSS, which previously carried out the analysis prerequisite test. The results of this study are the results obtained from these calculations is the value of Sig. (2-tailed) of 0.000. Sig results. (2-tailed) of 0.000, which means that this value is smaller than 0.05, which can be concluded that Ha is accepted and Ho is rejected.