The effect of mind mapping on young children’s critical thinking skills

One of the 21st-century skills targeted in implementing the 2013 curriculum is critical thinking skills. However, the facts in junior high school students critical thinking skills are still low. An exciting and fun media is needed to improve critical thinking skills, namely a textbook with a brain-based learning approach using mind mapping. This study aims to determine the textbooks effectiveness with a brain-based learning approach accompanied by mind mapping for critical thinking. The design of the research used was one group pretest-posttest design with three meetings. The results showed an increase in learning outcomes and critical thinking skills. The results can be seen from the N-gain value of the first meeting is 0.56, with medium criteria. The second meeting is 0.58, with the medium criteria, and the third meeting is 0.65, with the medium criteria.The mean result of critical thinking from the first meeting to the third meeting were 72.57, 76.57, and 80.29 with good criteria. So it can be concluded that textbooks with a brain-based learning approach effectively improve learning outcomes and criticalthinking.

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Implementation of Active Learning Methods in Nursing Undergraduate Study Programs – A Group Interview

10.21203/rs.3.rs-567941/v1 ◽

2021 ◽

Author(s):

Sanela Pivač ◽

Brigita Skela-Savič ◽

Duška Jović ◽

Mediha Avdić ◽

Sedina Kalender-Smajlović

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Active Learning ◽

Nurse Educators ◽

Clinical Skills ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Mind Mapping ◽

Learning Methods ◽

Positive Effect

Abstract Background: Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding the use and effects of implementing active learning methods (Peyton's Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Methods: Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. 14 nurse educators participated. Group interviews were conducted in September 2019. Content analysis of the discussion transcriptions was conducted. Results: The obtained categories form four topics: 1) positive effect on the development of students' communication skills 2) positive effect of learning methods on the development of students' critical thinking skills 3) ensuring a safe learning environment 4) implementation of active learning methods.Conclusions: The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

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Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

IJIE (Indonesian Journal of Informatics Education) ◽

10.20961/ijie.v4i1.44727 ◽

2020 ◽

Vol 4 (1) ◽

pp. 24

Author(s):

Roni Agung Nugroho ◽

Basori Basori ◽

Dwi Maryono

Keyword(s):

Critical Thinking ◽

Flipped Classroom ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Mind Mapping ◽

Thinking Ability ◽

Post Test ◽

Score Gain ◽

Quasi Experimental ◽

Validity Tests

<span lang="EN-US">The main problem of students in solving problems is the low ability to think. This study aims to improve students' critical thinking skills and measure the effectiveness of the combination of flipped classroom learning models and mind mapping. This research method used is a quantitative approach with a quasi-experimental design. The sample from this study was 31 students from the experiment class and 31 students from the control class. Data collection is done through critical thinking tests. Before using multiple-choice pre-tests and post-tests, instruments are tested first using validity tests and reliability tests. The results showed that the critical thinking abilities of students in the experiment class through the combined learning of flipped classroom models and mind mapping were higher than the control class, interpreted from the post-test score of the experiment class 77.6 while the control class got a score of 71.4. From the effectiveness of the experiment, class learning also got a score gain of 40.4947 with a fairly effective category, while the control class gained a score gain of 38.0115 with ineffective categories.</span>

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Efektivitas Penggunaan Modul Belajar Mata Pelajaran Ekonomi Berbasis Mind Mapping Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas X SMA Negeri 3 Tangerang

JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan) ◽

10.29408/jpek.v4i2.2676 ◽

2020 ◽

Vol 4 (2) ◽

pp. 187-195

Author(s):

Syafaatul Hidayati ◽

Badrus Sholeh

Keyword(s):

Critical Thinking ◽

Research Method ◽

Hypothesis Test ◽

Thinking Skills ◽

Statistical Technique ◽

Critical Thinking Skills ◽

Mind Mapping ◽

Learning Module ◽

Before And After ◽

The Mind

The purpose of this study in detail to determine the effectiveness of using mind mapping-based economic learning modules in improving students' critical thinking skills. The research method was used by researchers in this research was the quasi research method (Quasi Experiment Research). The test subjects were students of class X IPS at SMA Negeri 3 Tangerang. Data on critical thinking skills were obtained from giving test questions in the form of descriptions. Analysis of critical thinking skills consists of 2 steps, namely the prerequisite test and hypothesis testing. Based on the test results, it showed that the data was normally distributed, with the Shapiro-Wilk pretest sig value 0.069> 0.05 and the posttest sig value 0,082 > 0.05. Moreover, a hypothesis test was carried out to determine differences in critical thinking skills before and after being taught by using a mind mapping based learning module with the Paired Sample T Test statistical technique. The sig value is > 0.05 (5%), which means that H0 is accepted, and if the sig value is <0.05 (5%), it means that H0 is rejected. Thus the mind mapping-based economic learning module can improve students' critical thinking skills

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The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.141 ◽

2022 ◽

Vol 11 (1) ◽

pp. 141-150

Author(s):

Wafa’ A. ◽

Moath Khalaf

Keyword(s):

English Language Learners ◽

Critical Thinking ◽

Language Learners ◽

Reading Ability ◽

English Language ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Mind Mapping ◽

Mapping Strategy ◽

And Control

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

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Pengaruh Model Problem Basic Learning Dengan Teknik Mind Mapping Terhadap Kemampuan Berpikir Kritis dan Pengetahuan Metakogitif Siswa Sekolah Menengah Pertama

Jurnal Pendidikan Biologi ◽

10.24114/jpb.v8i1.11127 ◽

2018 ◽

Vol 8 (1) ◽

pp. 1

Author(s):

Chintani Sihombing ◽

Deswidya S Hutauruk ◽

Salim Efendi

Keyword(s):

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Metacognitive Knowledge ◽

Critical Thinking Skills ◽

School Students ◽

Mind Mapping

The research was conducted aimed at knowing the effect of the Problem Based Learning model with Mind Mapping techniques influencing critical thinking skills and metacognitive knowledge of junior high school students. The sample of this study was class IX in SMP Negeri 1 Ronggur Nihuta which was taken by random sampling with the number of students 62. The instrument of this research was a test. This research method is descriptive and data analysis techniques using the t test with a significance level α = 0.05. The results showed that the influence of the Problem Based Learning model with Mind Mapping techniques had an effect on students' critical thinking skills (tcount 90.66> t table 2.039); (2) There is the influence of the Problem Based Learning model with the Mind Mapping technique affecting the metacognitive knowledge of students (t count 40.68> t table 2.039). The results of this study imply that the level of critical thinking skills, metacognitive knowledge has an important role in improving the learning outcomes of junior high school students.

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The Effect of the Implementation of Mind Mapping Method on Critical Thinking Skills in Civic Education Learning

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v10i3.30555 ◽

2021 ◽

Vol 10 (3) ◽

pp. 505

Author(s):

Resti Anika Sari ◽

Mukhamad Murdiono

Keyword(s):

Critical Thinking ◽

Civic Education ◽

Sampling Technique ◽

Thinking Skills ◽

Mapping Method ◽

Critical Thinking Skills ◽

Learning Goals ◽

Mind Mapping ◽

Significance Level ◽

Post Test

One of the efforts made to produce quality human resources in a developing country like Indonesia is to carry out development in all fields. In the field of education, various efforts to improve the quality of education are always carried out. This study aims to analyze the effect of the implementation of Mind Mapping method on the critical thinking skills of grade X students in civic education learning. This research is a quasi-experimental study using quantitative approach. The research sample was 62 students divided into 2 classes who were selected using random sampling technique. Data were collected by conducting pre-test and post-test. Hypothesis testing using t-test analysis with a significance level of the analysis results was determined at 5%. The result showed that there was an effect of the implementation of Mind Mapping method in learning civic education on the critical thinking skills of class X students. This is indicated by the increase of of the post-test that is 7.923. In addition, the ttable on df 60 was 2.000, and the significance value of 0.000 was smaller than the significance level of 5% (0.000 < 0.05). Mind mapping as a learning method can be used as a solution to improve students' critical thinking in the learning process in order to achieve learning goals.

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