Use Of Mind Mapping Research Articles

Upaya Meningkatkan Kemampuan Analisis Cerpen Peserta Didik Kelas XI-B2 SMAN 9 Surabaya dengan Media Pembelajaran Mind Map

This study aims to describe the application of mind map learning media in improving the short story analysis ability of students of class XI-B2 SMAN 9 Surabaya. This type of research uses Classroom Action Research which consists of two cycles. This Classroom Action Research was carried out in class XI-B2 SMAN 9 Surabaya in the first semester of 2024, with research subjects consisting of 36 students. Data collection techniques used, namely through direct observation and tests. The results showed that the use of Mind Map was quite effective as an effort to improve students' short story analysis skills. This can be seen from the increase in the average score of students from cycle I (76.8) to cycle II (96). This study concludes that Mind Map not only improves analytical skills, but also learners' engagement and creativity in learning. In addition, Mind Map helps learners visualize the relationship between short story elements, so that the analysis process becomes easier to understand.

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

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

Design of Elementary Social Sciences Learning Techniques and Tactics

This research aims to develop and evaluate the effectiveness of technical and tactical designs in learning Social Sciences (IPS) at the elementary school (SD) level. The approach used in this research is a qualitative method with data collection techniques through observation, interviews and documentation studies. The research results show that learning designs that involve visualization techniques, problem solving, and active student involvement can improve students' conceptual understanding and social skills. Learning techniques such as the use of mind maps, role playing, and case studies have proven effective in facilitating in-depth understanding of social studies material. The learning tactics implemented include setting up a conducive learning environment, integration of information technology, and a project-based learning approach that emphasizes student cooperation, critical thinking, and creativity. The evaluation results show a significant increase in student motivation for learning achievement. This study provides new insights into social studies learning practices in elementary schools and suggests several recommendations for developing curriculum and teaching practices in the future.

Creativity in Narrative Writing: Utilizing Mind Mapping with Ethnic Identification Model in Higher Education

Arabic language learning innovations are developing with various learning media, such as mindmapping. The use of mindmapping-based media can provide learning experiences for students. This research aimed to test the effectiveness of Mind Mapping concept in narrative writing skills for ethnic groups in Indonesia. A mixed research design was used with a quantitative approach to test the effectiveness of learning writing skills using Mind Mapping and a qualitative approach to identify student creativity in developing narrative paragraphs. 35 students who studied writing skills at UIN Imam Bonjol Padang in the Arabic Language Education study program were involved. The results showed that; 1) The effectiveness of Mind Mapping in narrative writing showed an increase in the average learning outcomes for writing skills to 77.91 which showed positive significance; 2) Creativity in writing narratives about Indonesian ethnic groups was identified including the distribution of the meaning of ethnic groups, characteristics of ethnic groups and examples of traditional culture, characterized by varied writing structures with the choice of various grammatical structures such as the arrangement of verbal phrases, adjectives, prepositions, adverbial attributes and nominal phrases. This article confirmed that the use of Mind Mapping for learning writing skills can develop paragraph ideas for writing skills in higher education.

Discussion on the Skillful Use of Mind Maps in High School Mathematics Teaching

With the continuous development of China’s education, the social requirements for high school teaching are constantly improving. The teaching of high school mathematics is a key point in the high school curriculum, but also a major difficulty. Due to the strong logic and abstraction of the content of high school mathematics, some students find it very difficult to learn. In order to solve this problem, high school mathematics teachers can make use of mind maps to teach, so that students can exercise their thinking ability, and realize the improvement of comprehensive ability in mathematics. This paper analyzes the shortcomings of high school mathematics classrooms under the background of new curriculum reform and discusses the significance and methods of applying mind maps in high school mathematics classrooms, so as to put forward reasonable suggestions for realizing the efficient teaching of high school mathematics.

The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

The Use of Mindmaps and its Effectiveness in ELT: A Systematic Review

THE EFFECTIVENESS OF USING MIND MAPPING LEARNING MEDIA IN ECONOMICS LESSONS FOR 10TH GRADE STUDENTS AT SMAS MUHAMMADIYAH 1 PONTIANAK

This study aims to achieve the following objectives: 1) Determine the effectiveness of using Mind Mapping learning media to enhance learning outcomes. 2) Compare the learning outcomes of students using Non-Mind Mapping media with those using Mind Mapping media. 3) Assess the effectiveness of Mind Mapping in improving student learning outcomes. This research follows a quantitative approach with a quasi-experimental design, where two groups (control and experimental) receive different treatments. The sample for this study consists of 64 students from class X IPS in the odd semester of the 2023/2024 academic year. The findings of this research indicate that: 1) The use of Mind Mapping improves learning outcomes in the classroom. 2) There is a significant difference in learning outcomes between the Non-Mind Mapping class and the Mind Mapping class, specifically in the Economics subject. This is supported by the average posttest results of the control group (67.27) and the experimental group (79.83), as well as the Wilcoxon Rank Sum Test which yielded a significance value of 0.000 (smaller than 0.05) at a 5% significance level, leading to the rejection of H0 and acceptance of H1. 3) However, the use of Mind Mapping is found to be less effective in improving learning outcomes in the Economics subject for class X IPS at SMAS Muhammadiyah 1 Pontianak. This is evident from the average N-gain score of 47.33% for the experimental group.

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

THE USE OF MIND MAPPING AND GAME TEACHING METHOD FOR ENGLISH VOCABULARY SKILL OF GRADE 8 STUDENTS IN YUNNAN PROVINCE, CHINA

This study compared grade 8 students’ English vocabulary skills before and after using the Mind Mapping and Game Teaching Method and investigated their satisfaction with the use of the Mind Mapping and Game Teaching Method in an English vocabulary course in Yunnan Province, China. The sample group consisted of 30 eighth-grade Chinese students. Quantitative data were collected through four lesson plans: a pre-test, a post-test, and a questionnaire, and were analyzed using means, standard deviations, and paired sample t-tests. The data collection lasted for four weeks. The results obtained from the pretest and posttest showed that the students in the sample group improved their English vocabulary skills with a pretest score (x = 20.93, SD = 3.97), and a posttest score (x = 25.20, SD = 2.41). The data collected from the questionnaire demonstrated that all items on the questionnaire were rated at the highest level. Most students in the sample group expressed positive satisfaction with the use of mind mapping and game teaching methods in English vocabulary learning. This study demonstrated that the use of the mind mapping and game teaching methods provided an alternative and effective method for learning English vocabulary. Therefore, English teachers from all over the world, including China, can consider this method an option.

Manfaat Penggunaan Metode Mind Mapping pada Pembelajaran IPA Bagi Siswa Sekolah Dasar

Implementing the right methods in learning can improve innovative learning systems and adapt to the current condition of students. In addition, it can provide motivation to students to become better, more active in learning, create a pleasant atmosphere, and have a real impact on the results of teaching telrselbult students. This article aims to explore the use of mind mapping in science learning for elementary school students. Mind mapping is a cell or meltodel to synchronize the right brain and left brain in receiving new information. Mind mapping is the most relative and efficient way to take notes, using mind mapping, it is hoped that students will become more relative, self-confident, and able to master learning more efficiently. This research is qualitative research with literature study. The method of obtaining data is by analyzing sources and combining from various other reference sources, such as journals, research, and books conducted by previous researchers. The analysis technique used in this research is Content Analysis (content analysis). Through this mind mapping, students are expected to be able to express their knowledge, intelligence, and imagination thinking with the aim of turning students into memorization that is comfortable for them

Mind maps as a tool for documenting the process of creating visualisations of archaeological features

When creating a visualisation of archaeological features using 3D graphic software, it is vital to document the process of preparing a reconstruction together with the interpretation processes. With the use of mind maps, it is possible to present in a simple way how the works on the visualisation proceeded. Properly prepared diagrams provide a source of knowledge about the data gathered and the relationships amongst them. They present the information acquired through an analysis of sources and reference material as well as details about the methods used, technical solutions and parameters adopted. Basing on the example of the visualisation of a medieval house discovered at the Siecieborowice site (Poland), the formulated hypotheses and the entire research procedure were presented in graphic form using Coggle mind mapping software.The aim of the paper is to evaluate whether mind mapping software is a useful tool for documenting the visualisation process. The advantages and disadvantages of this method will be discussed.

From Chaos to Clarity: Use of Mind Maps as a Tool to Ensure Better Learning among Medical Students.

From Chaos to Clarity: Use of Mind Maps as a Tool to Ensure Better Learning among Medical Students.

Investigating the Efficacy of Neurolinguistics Programming Techniques in Enhancing Vocabulary Learning of BS English Students

This study aims to explore the effectiveness of Neurolinguistic Programming (NLP) techniques in improving vocabulary learning among BS English students at Riphah international University, Pakistan. Employing a mix method research approach, the study adopts a between-subject experimental design with an experimental group n=30 receiving NLP interventions and a control group n=30 without NLP intervention. The participants are native Urdu speakers learning English as a foreign language. The NLP techniques applied include word anchoring, reframing, mind mapping, modeling, and language pattern mirroring. Data collection involves pretest and posttest evaluations of vocabulary skills using a standardized vocabulary test. The purpose of this study is to clarify the possible advantages of NLP methods for improving vocabulary learning in the context of Riphah International University's BS English students. A pretest was used to ensure that both groups were homogeneous and functioning at the same level. The control group's pre-test resulted in mean, mode, and SD. This demonstrated that the two groups are on same level. Visual representations of the Vocabulary results include charts and statistical analysis. A posttest was created following a four-week NLP training session that included the use of mind mapping, anchoring, metamodeling, mirroring, matching, framing, and pattern disruption. The Experimental group performed better this time, which led to some somewhat unexpected findings. Because NLP operates at the fundamental level of the brain and inspires students to take responsibility for their performance, the results demonstrated how NLP approaches impacted the performance of the BS English students. This result indicates students were empowered by NLP techniques to gain self-assurance, discover untapped mental ability, become more aware of their hidden talents, and do well on the vocabulary exam.

Pengaruh Penggunaan Mind Mapping Terhadap Motivasi Belajar dan Retensi Siswa pada Pelajaran IPA Kelas VIII MTs Maraqitta’limat Tembeng Putik

This research was motivated by the imbalance between the amount of science subject matter and the time available, as well as the lack of facilities and infrastructure that support learning in schools. The aim of this research is to determine the effect of using mind mapping on student learning motivation and retention in class VIII biology lessons at MTS Maraqitta’llimat Tembeng Putik in Wanasaba, East Lombok. The method used in this research is Quasi Experiment. The population in this study was all class VIII MTs Maraqitta'limat Tembeng Putik, while the sample in this study was class VIII B as the experimental class and class VIII A as the control class taken using the cluster random sampling method. The data in this study was collected by providing a questionnaire with 30 statements to measure students' learning motivation and providing a test instrument with 20 short description questions to measure student retention. The data obtained was then analyzed using the Manova Test (Multivariate of Variants) with the help of SPSS. 24. The results of the hypothesis test show a significance value of 0.000. The significance value is less than 0.05. Based on these results, it can be concluded that firstly, the use of mind mapping has an effect on students' learning motivation in class VIII biology learning at MTS Maraqitta'limat Tembeng Putik lesson 2022/2023. Second, the use of mind mapping has an effect on student retention in class VIII biology learning at MTs Maraqitta'limat Tembeng Putik lesson 2022/2023.

ENHANCING ENGLISH LANGUAGE LEARNING THROUGH MIND MAPPING: A CASE STUDY OF STUDENTS’ ENGAGEMENT AND EFFECTIVENESS

This qualitative case study investigated the impact of integrating mind mapping in English language learning, emphasizing student engagement and effectiveness. The study, guided by principles outlined by Yin (2014), involves 30 participants enrolled in an English class. The research aims to provide a comprehensive understanding of the potential benefits of mind mapping in language education. The methodology employed purposive sampling and data triangulation, incorporating observation, testing, and data processing. Findings from a questionnaire reveal overwhelmingly positive student opinions toward the implementation of mind mapping, with 88.7% finding it useful for learning English, 93.3% for summarizing lessons, and 92.2% for organizing lesson contents. Participants express a preference for mind mapping in group work (52.5%) and pair work (48.3%). Overall, 84.3% enjoy the use of mind mapping in English class. In conclusion, this research provided valuable insights into the benefits of incorporating mind mapping in English language learning, aligning with contemporary educational research advocating for interactive and student-centric approaches. The positive responses from participants underscore the potential of mind mapping to enrich the language learning experience, making it more engaging, effective, and tailored to the cognitive processes of learners.
 Keywords: English Language Learning, Mind Mapping, Students’ Engagement, Case Study

The The Influence of Mind Mapping Model towardsthe Result on Economical Lesson for Tenth Grade Islamic Senior High School in MAN 2 Kutai Kartanegara

The study examines the use of mind mapping model and its result in Economical lesson for tenth grade Islamic Senior High School in MAN 2 Kutai Kartanegara that involves two classes consisting of 35 male and 43 female students. This study uses experimental research by using post-test only control group design as the method. The data collection technique is used by using documentation, interview with the teacher who teaches Economical lesson, test, and questionnaire of the students’ respond. The technique of analyzing the data by using t-test to examine the hypothesis. The results of the study show that the implementation of using mind mapping as a leaning model is running well. The student from experimental class, X-IPS 1 or social studies class 1shows the significant changes and conventional class, X-IPS 2 social studies class 2 shows not really the significant changes. But, from these two classes together show development from how they study, their interests in learning Economical lesson, they become active, creative, and critical student especially their result in score to pass the standard lesson value in Economic is 75 in their school. Based on the research, the average score of the first post-test shows 98,5 in experimental class and 87,64 in conventional class. In the second post-test, the averagescore in experimental class having more significant difference until 10,86. Then, the average score for both two post-test in experimental class is 86,91 and conventional class is 82,07. From ten questions of questionnaire are reached each questions get 70% for the statement of agreement in using mind mapping as learning model to understand and learn Economical lesson. The analyzed of the data by using t-test shows tcount equals 5,931 and ttable equals 5%, and the percent of the freedom (dk) equals 76 or 1,991. Because tcount is bigger than ttable, means the use of mind mapping to increase the result of the students’ learning for economical lesson is accepted and revealed. The use of using mind mapping is also expected to solve the lower student speed in learning a certain lesson, the student to learn other lessons to increase their understanding, and the student and teacher are able to have good interaction and bounding to prepare them in facing the real word especially that links with Economy.

Teknik Mind Mapping untuk Meningkatkan Keterampilan Menulis Teks Deskriptif pada Peserta Didik Kelas VII di SMP Negeri 1 Glenmore

The mind mapping technique is an innovative learning approach that can creatively develop ideas. This research aims to determine the use of mind mapping to improve the descriptive text writing skills of 7th-grade students at SMP Negeri 1 Glenmore. The method used in this research is Classroom Action Research (CAR) or action research involving 2 cycles, with each cycle consisting of 2 meetings. From the research results, the researcher found that the mind mapping technique can enhance the descriptive text writing skills of the students. The average scores of the students before and after being taught using the mind mapping technique show that before the intervention (58.81), in the first cycle (67.40), and in the second cycle (71.14). It can be concluded that there is an improvement in the students' descriptive text writing skills. In conclusion, English learning with the application of the mind mapping technique to enhance descriptive text writing skills has a significant impact on the learning outcomes of 7th-grade students at SMP Negeri 1 Glenmore.

Teaching listening for interpreting through mind mapping

Abstract Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees’ interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters’ attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students’ interpreting-specific listening knowledge and skills.

فعالية الخرائط الذهنية في تعليم النحو في المدرسة الثانوية

This research aims to reveal the implementation of nahwu learning by using mind mapping and the effectiveness of mind mapping in nahwu learning. This research is a quantitative research that uses a quasi-experimental method. The data collection techniques used are tests, interviews, and observations. In analyzing the data, the researcher used the t-test formula. After processing and analyzing the data, the researcher got the results of t-count 3,796 and t-table 2,371 and 1,667, which means t-count is bigger than t-table. Then H0 is rejected and Ha is accepted. From these results it can be concluded that the use of mind mapping in nahwu learning is effective. This shows that the use of mind mapping can be applied in nahwu learning.

Використання майндмеппінгу як засобу візуалізації у процесі викладання дисципліни «міжнародне право»

The article analyzes the feasibility of using mindmapping in the process of training specialists in international law. Possible ways to use mental maps during lectures, seminars and practical classes, as well as in distance learning have been identified and outlined. The analysis of scientific sources proved that oral presentation of the material is not enough to improve the level of students' knowledge. Visualization of information improves its perception and memorization by students. The main advantages of mindmapping include: improved concentration, systematic and structured material, the ability to process large amounts of information in a short period of time, the development of both professional and general competencies, the formation of creative thinking and others.In order to improve the perception of information in the classroom, in our opinion, it is necessary to use such methods of visualization, which in combination with the oral explanation of the lecture material maximize the quality of knowledge of future specialists in international law. Such innovative pedagogical technologies include scribing and mindmapping.Currently, there are no studies on the impact of the use of mental maps on improving the quality of knowledge of specialists in international law. Mental cards are ideal for use in higher education. Their main advantage is that mindmapping can be used during all types of training sessions. Combined with the brainstorming method, this method allows you to effectively solve complex professional practical problems. Students can create maps both individually and as part of working groups.All this suggests that the use of mindmapping during lectures, seminars and practical classes is methodologically sound and in combination with other innovative learning technologies can significantly improve the quality of students' knowledge.