Concept mapping as a learning strategy for autonomous students with a serialistic cognitive style

2001 ◽  
Vol 11 (1/2) ◽  
pp. 135 ◽  
Author(s):  
Heling Huai ◽  
Piet Kommers
Keyword(s):  
Cognitive Style ◽  
Concept Mapping ◽  
Learning Strategy

Metacognitive Realism: a cognitive style or a learning strategy?

1997 ◽  
Vol 17 (1-2) ◽  
pp. 101-110 ◽  
Author(s):  
Véronique Jans ◽  
Dieudonné Leclercq
Keyword(s):  
Cognitive Style ◽  
Learning Strategy

scholarly journals IMPLEMENTASI METODE CONCEPT MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SAINS DAN KREATIVITAS SISWA KELAS VI SDN BENER 01 TAHUN PELAJARAN 2017/2018

2018 ◽  
Vol 5 (1) ◽  
pp. 53
Author(s):  
Sudjinah Sudjinah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Class Action ◽  
Science Lesson ◽  
Optimal Learning ◽  
School Year

<em>The science lesson at SDN Bener 01 shows that learning is still teacher-centered. Student creativity is not yet optimal. Learning completeness with KKM 75 only reached 35% and students still tend to passive. Therefore it is necessary to improve the learning process. The purpose of this research  is to find out whether the application of concept mapping method can improve the learning outcomes of science and creativity of students of class VI SDN Bener 01 in the 2017/2018 school year. Concept Mapping is a learning strategy that asks students to synthesize or draw a picture of the main concepts that are interconnected, which are marked by lines of arrows written levels that sound the form of relationships between the main concepts. This research is a Class Action Research conducted at SDN Bener 01 as much as two cycle consist of cycle I and cycle II. </em><em>Technique of collecting data using test and observation sheet of student creativity. The result of this class action research is on the first cycle student learning outcomes show mastery learning classically 59%. While the creativity of students showed 65% of students with creative criteria and 35% with creative enough criteria. The learning outcomes in cycle II showed that learning completeness in the classical reach 82%. While the creativity of students showed 29% of students with very creative category, 65% category creative enough and 6% creative enough. Increased learning outcomes from cycle I to cycle II as much as 23%. Enhancement of creativity of students as much as 29%. The conclusion of this PTK is the application of concept mapping method can improve science learning outcomes and creativity of students of class VI SDN Bener 01 Year lesson 2017/2018.</em>

scholarly journals GENERALIZATION STRATEGY OF LINEAR PATTERNS FROM FIELD-DEPENDENT COGNITIVE STYLE

2019 ◽  
Vol 11 (1) ◽  
pp. 77-94
Author(s):  
Yayan Eryk Setiawan ◽  
Purwanto Purwanto ◽  
I Nengah Parta ◽  
Sisworo Sisworo
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
School Students ◽  
Linear Pattern ◽  
Effective Learning ◽  
Field Dependent

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.

PENINGKATAN HASIL BELAJAR SOSIOLOGI MELALUI PENERAPAN STRATEGI PENGORGANISASIAN PETA KONSEP (CONCEPT MAPPING)

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Parlin . ◽  
Muhammad Badiran
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Research Method ◽  
Learning Strategy ◽  
High Interest ◽  
Analysis Technique ◽  
Strategy Map ◽  
The Difference

Abstrak: Penelitian ini bertujuan untuk mengetahui  peningkatan hasil belajar Sosiologi peserta didik melalui penerapan strategi pengorganisasian peta konsep (concept mapping). Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas. Teknik pengumpulan data dalam penelitian ini yaitu: observasi kelas, wawancara, penyebaran angket, evaluasi formatif, dan diskusi dengan guru mitra (kolaborator). Hasil tindakan siklus I menunjukkan 67% atau 22 dari 33 peserta didik telah menunjukkan peningkatan hasil belajar dengan mencapai nilai KKM (≥ 70), dan di siklus II meningkat signifikan menjadi 91% atau 30 dari 33 peserta didik  telah mencapai nilai KKM (≥ 70). Hasil simpulan tersebut diperkuat dengan hasil angket pendapat peserta didik tentang pembelajaran dengan peta konsep yang menunjukkan di siklus I terdapat 14 dari 33  peserta didik atau 42,5% peserta didik menyatakan bahwa pembelajaran dengan peta konsep cukup membantu dalam belajar Sosiologi dan 11 dari 33 peserta didik menyatakan bahwa pembelajaran dengan peta konsep baik dalam membantu belajar Sosiologi. Sedangkan di siklus II terdapat 16 dari 33 peserta didik atau 48,5% peserta didik menyatakan bahwa pembelajaran dengan peta konsep baik dalam membantu belajar Sosiologi dan 5 dari 33 peserta didik atau 15,2% menyatakan bahwa pembelajaran dengan peta konsep sangat baik dalam belajar Sosiologi.     Kata Kunci: hasil belajar sosiologi, strategi pengorganisasian peta konsep   Abstract: This research was aimed to: (1) the difference betweeen students learning of outcome in automotive electrical  taught with STAD cooperative learning strategy and jigsaw cooperative learning strategy, (2) the difference of automotive electrical learning of outcome between students automotive electrical with  high interest in entrepreneurship and low interest in entrepreneurship and (3) to find out whether there was any interaction effect between learning strategy with interest in entrepreneurship on the students outcome of Automotive electrical. The research method used quasi experiment with factorial design 2x2. The data analysis technique was analysis of variance (ANOVA) two way at significant a = 0.05. The finding of the research showed that: (1) the students outcome in Automotive electrical that taught by jigsaw cooperative learning  strategy had a higher than outcome the students outcome that taught by STAD cooperative learning strategy, (2) the students outcome in Automotive electrical that taught by high interest in entrepreneurship is higher than low interest in entrepreneurship and (3) there is no interaction between learning strategy with interest in entrepreneurship  on the students outcome of Automotive electrical.   Keywords: learning outcomes sociology, organizational strategy map concept

scholarly journals ATTITUDE OF STUDENTS ON CONCEPT MAPPING - AN INNOVATIVE TEACHING LEARNING STRATEGY

2012 ◽  
Vol 02 (04) ◽  
pp. 39-43
Author(s):  
Nirmala T. ◽  
Shakuntala B. S.
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Learning Strategy ◽  
Teaching Method ◽  
Survey Design ◽  
Student Nurses ◽  
Thinking Skills ◽  
Attitude Score ◽  
Care Plans

Abstract Background: Multiple researches are going on in the field of promotion of critical thinking skills among nurses and one of the well studied teaching strategies is Concept Mapping (CM). Though Concept mapping is proved to be effective in promotion of critical thinking, it is not widely used. So this study aimed to identify the attitude of student nurses in relation to Concept mapping. Methods: Descriptive survey design was used in this study. Thirty nine pre-final year nursing students participated in this study. 5 point Likert scale was used to assess the attitude of the students. Verbal opinion was also collected in relation to Concept mapping. Results: There were 10 positive and 8 negative statements regarding Concept mapping which the student nurses evaluated. The mean attitude score was 74.5% which showed that the students were in favour of concept mapping. 97% of the students had said that they can easily apply it to the nursing process and 77% of them agreed that it can be used for the entire subjects including non nursing subjects like basic sciences. However, 61% of the students had said the preparation of concept mapping as a time consuming task and they would prefer traditional method of writing care plans. They had expressed that concept mapping made their mind fresh, kindled their thinking and improved their critical thinking. Many of them suggested that if concept mapping was being introduced to them from the first, it would have been the best method to write care plans. Conclusion: As there is acceptance from the student to use concept mapping, it is required to prepare the nurse educators to use concept mapping as one of the teaching method.

scholarly journals Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

2021 ◽  
Vol 14 (4) ◽  
pp. 791-808
Author(s):  
Arif Sholahuddin ◽  
◽  
Eko Susilowati ◽  
Binar Kurnia Prahani ◽  
Erman Erman ◽  
...  
Keyword(s):  
Cognitive Style ◽  
Scientific Literacy ◽  
Learning Strategy ◽  
Environmental Knowledge

scholarly journals Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?

2021 ◽  
Vol 11 (8) ◽  
pp. 438 ◽  
Author(s):  
Lukas Bernhard Becker ◽  
Virginia Deborah Elaine Welter ◽  
Ellen Aschermann ◽  
Jörg Großschedl
Keyword(s):  
Concept Mapping ◽  
Cell Biology ◽  
Concept Maps ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Learning Outcome ◽  
Learning Success ◽  
Quasi Experimental ◽  
Educational Perspective ◽  
Complex Relationships

Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.

scholarly journals effect of learning strategy and cognitive style on student’s narrative writing ability

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Tata Tambi ◽  
Fathiaty Murtadho ◽  
Zainal Rafli
Keyword(s):  
Cognitive Style ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Narrative Writing ◽  
Anova Analysis ◽  
Writing Ability ◽  
Factorial Anova ◽  
Field Independent

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2).  Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level  of ? = 0.05.

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