scholarly journals IMPLEMENTATION OF MIND MAPPING METHOD COMBINED WITH MAKE A MATCH TECHNIQUES ON COOPERATION ATTITUDE AND STUDENT LEARNING OUTCOMES

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Rizki Rahmadhani ◽  
Zulkifli Simatupang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Mind Mapping ◽  
Implementation Phase ◽  
Match Technique ◽  
Biology Learning ◽  
The Mind

This study aims to describe the implementation of Biology learning using the Mind Mapping method combined with the Make A Match technique. The study used a descriptive research design. The whole series of research processes are conducted with the standards of graduates, processes standard, and assessment standards applied in the 2013 curriculum. The implementation phase of instruction is done: 1) Measurement of teacher's ability to prepare a lesson plan and implement teaching-learning; 2) The attitude of students cooperation when composing a Mind Mapping on the material of the human excretion system; 3) Measurement of student learning outcomes. Data analysis was done by the descriptive statistic technique, in mean form, standard deviation, frequency distribution, and description of learning recordings. As a result, the teacher can implement well the Biology learning device material of the human excretion system in class XI MIA Lubuk Pakam MAN using the Mind Mapping method combined with the Make A Match technique. The collaboration of students in class XI MIA MAN Lubuk Pakam when composing a Mind Mapping is in a good category. The distribution of mastery learning in class XI MIA MAN Lubuk Pakam after learning the Mind Mapping method combined with Make A Match technique is 76,1% of students reaching completeness and 23,9% unfinished. The learning mastery in the Mind Mapping method combined with the Make A Match technique is higher than the previous daily test.

scholarly journals Meningkatkan Hasil Belajar Akidah Akhlak Melalui Metode Mind Mapping pada Siswa Kelas IV MI Muhammadiyah 02 Mariyai

2017 ◽  
Vol 3 (1) ◽  
pp. 42-46
Author(s):  
Khusnul Khotimah ◽  
Suharmoko Suharmoko ◽  
Bunyamin Bunyamin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Data Retrieval ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Average Score ◽  
Research Subjects ◽  
Mind Mapping ◽  
Moral Learning ◽  
The Mind

This Classroom Action Research was conducted at MI Muhammadiyah 02 Mariyai with the aim of improving student moral learning outcomes through the mind mapping method. The research subjects were grade IV students, amounting to 26 people. Researchers used two cycles, each of which consisted of three meetings. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed both quantitative and qualitative data. Quantitative data is calculated using data analysis on Microsoft Excel. The results obtained showed an increase in moral learning outcomes ie from the average score of the initial ability of students 63.85 in the low category, then in the first cycle the average score of student learning outcomes increased to 76.35 in the medium category, and in the cycle, II increased to 86.15 which is in the high category. Increasing the score of student learning outcomes is also directly proportional to mastery learning. In the initial ability score, the number of students who finished learning was 8 people (30.77%), then in the first cycle increased to 16 people (61.54%), and in the second cycle increased again to 24 people (92.31%). Based on the results of this study, it can be concluded that an increase in the learning outcomes of the Moral Law in Class IV MI Muhammadiyah 02 Mariyai Students after using the mind mapping method.

scholarly journals PENGARUH METODE MIND MAPPING TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN ILMU PENGETAHUAN SOSIAL KELAS V SD SE-GUGUS 3 TANJUNGSARI GUNUNGKIDUL

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Yunita Arumsari ◽  
Trisharsiwi Trisharsiwi
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Group Discussion ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
T Test ◽  
Mind Mapping ◽  
Method Class ◽  
The Mind

This study aims to determine differences in student learning outcomes in social studies learning between mind mapping learning methods classes and group discussion method classes. This research uses a quasi-experiment. The results showed that student learning outcomes in social studies learning were taught using the higher mind mapping method while those taught using the group discussion method were lower. T-test results obtained ttest = 3.7026 and ttable = 1.992. From the t-test, it can be concluded that ttest> ttable, meaning that there are differences in social studies learning outcomes between the mind mapping method class and the group discussion method class. Based on the results of the t-test, it can be concluded that the mind mapping method is more influential than the group discussion method on social studies learning outcomes.

scholarly journals Mind Mapping Methods Using to Improve Student Learning Outcomes of Social Studies Learning in Class VII-F 7 Bandung Junior High School (Classroom Action Research at Class VII-F 7 Bandung Junior High School)

2018 ◽  
Vol 2 (2) ◽  
pp. 38
Author(s):  
Budi Nur Faisal
Keyword(s):  
High School ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Mind Mapping ◽  
Improve Student Learning

Abstract-This research is motivated by the problems that researchers find in the learning process of social studies related to the low student learning outcomes. The issues raised in this study about improving student learning outcomes through the use of mind mapping method in social studies learning. Learning outcomes are characterized by changes in behavior. While Mind Mapping is a way of recording a creative and effective, easy way to enter and release information in the brain that suits the workings of the brain. So mind mapping can be an alternative method to improve student learning outcomes. This study aims to describe how planning, implementation, results, and efforts to overcome obstacles in an effort to improve student learning outcomes through mind mapping method in social studies learning in class VII-F 7 Bandung Junior High School. The research method used is classroom action research with Kemmis & Taggart design. The source of this research data is the improvement of learning outcomes through the use of mind mapping method in social studies learning. Indicator of learning outcomes in this study is to remember, understand, apply, create, and Attitudes. In the indicators of understand and remember there is an increase in each cycle. In addition to the improvement of the post test results in each cycle. The general conclusion is the use of mind mapping method can improve students' learning outcomes in social studies learning at class VII-FKeywords: Learning Outcomes in Social Studies, Mind Mapping.

scholarly journals The Implementation of Examples Non Examples Learning Model With Mind Mapping to Improve Biology Learning Outcomes of High School Students

2020 ◽  
Vol 9 (3) ◽  
Author(s):  
Sonalita Luciana Qaulin ◽  
Suratno Suratno ◽  
Siti Murdyah
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mapping Technique ◽  
Mind Mapping ◽  
The Mind ◽  
Improve Student Learning

This research is a classroom action research that aims to improve student learning outcomes through the application of the Example non-Example Learning Model with the Mind Mapping Technique. The subjects in this study were students of class XIC in the even semester of SMAU BPPT Darus Sholah in the 2018/2019 academic year with a total of 20 students. This research was conducted in two cycles. The stages of one cycle include: planning, acting, observing, and reflecting. The stages in the next cycle are revised planning, action, observation, and reflection. This is so for the next cycle until the expected increase is achieved. The results of the study indicate that student learning outcomes have improved both cognitive and affective aspects. In the cognitive aspect, the increase from pre-cycle to cycle 1 was 15%. Cycle 1 to cycle 2 has increased by 25%, and in pre-cycle to cycle 2 has increased by 40%. Meanwhile, the increase in the affective aspect from cycle 1 to cycle 2 was 5.14%. Based on the results found, that the application of the Example non Example learning model with the Mind Mapping technique can improve student learning outcomes in Class XIC SMAU BPPT Darus Sholah Jember.

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF MODEL MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SISWA SDN 1 LANDUNGSARI DI MASA PANDEMI COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 157-167
Author(s):  
M. Farid Nurul Anwar ◽  
Ika Widayanti
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class Action ◽  
Mind Mapping ◽  
Mapping Model ◽  
The Mind ◽  
Improve Student Learning

The learning outcomes of class VIB SDN Landungsari 1 student did not reach the specified Minimum Completeness Criteria (MCC). Apart from the effects of the post-covid-19 pandemic, the cause of the low student learning scores was the learning model. The learning model must be following the times. One of the learning models is the mind mapping model of cooperative learning which is an innovative learning model. The purpose of this study was to describe the application of the mind mapping model of cooperative learning to improve student learning outcomes. This research was conducted in 2 cycles using the class action research method (CAR) with steps were action planning, action implementation, evaluation, and reflection in each cycle. The learning outcomes of cycle 1 showed the mean of affective, psychomotor, and cognitive values were 79.80, 62.50, and 73.84, respectively. The learning outcomes of cycle 2 showed an increase compared to the learning outcomes in preliminary observation and cycle 1 with the average values ​​of affective, psychomotor, and cognitive were 98, 93.75, and 86.92, respectively. The results of this study indicated that the mind mapping model of cooperative learning could improve student learning outcomes.

scholarly journals Peningkatan Hasil Belajar Subtema Keragaman Suku Bangsa dan Agama di Negeriku melalui Model Mind Mapping

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Parindra Mismoyo ◽  
Tri Murti ◽  
Esti Untari
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Mind Mapping ◽  
Student Activities ◽  
Mapping Model ◽  
Planning Implementation ◽  
The Mind

Student learning outcomes are low due to low learning motivation and teacher-centered learning. The purpose of this study is to provide a variety of learning so that maximum learning outcomes can be obtained. Type of classroom action research with 4 stages, namely planning, implementation, observation, and reflection. The results showed an increase in teacher activity by 100% criteria very well, student activities amounted to 92.5% criteria very good and learning outcomes namely attitude aspects there were 2 complete aspects, aspects of skills there were 32 students completed, and knowledge aspects of 90% criteria good. It can be concluded that the application of the Mind Mapping model can improve activity and learning outcomes.

scholarly journals MODEL PEMBELAJARAN BBL2M (BRAIN BASED LEARNING DAN MODEL MIND MAPPING) UNTUK MENINGKATKAN HASIL BELAJAR DAN BERPIKIR KRITIS SISWA SMA NEGERI 1 AMAHAI

2020 ◽  
Vol 6 (1) ◽  
pp. 27-33
Author(s):  
Lea Olivia Wattimena ◽  
H Tuaputty ◽  
S I. A Salmanu
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mind Mapping ◽  
Mapping Model ◽  
Whole Process ◽  
Brain Based Learning ◽  
The Mind

Background: The process of learning biology as one part of the whole process of education in schools has an important role in efforts to improve students' biological abilities, this study aims to determine the learning outcomes and critical thinking of students by using a brain based learning learning model combined with a mind learning model mapping on the concept of biodiversity. Method: This research was conducted at Amahai 1 High School, and the data obtained were analyzed descriptively. The object of research is 21 students in class X MIA. Results: Research shows that increasing student learning outcomes and critical thinking on biodiversity material by using a brain based learning model combined with a mind mapping model gets a pretty good improvement. This is consistent with the analysis of data on the percentage obtained from the results of the initial and final tests. Increased critical thinking can be seen by using 5 aspects with indicators on the final test and cognitive aspects. Conclusion: The application of the Brain based learning model and the Mind mapping model can improve student learning outcomes and critical thinking

scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BIOLOGI MELALUI MODEL PEMBELAJARAN SIMAS ERIC PADA SISWA SMP NEGERI SATU ATAP KAIRATU KABUPATEN MALUKU TENGAH

2020 ◽  
Vol 6 (1) ◽  
pp. 40-45
Author(s):  
Mychael Pentury ◽  
P M. J Tuapattinaya ◽  
S I. A Salmanu
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Human Beings ◽  
Learning Models ◽  
Research Subjects ◽  
Mind Mapping ◽  
Biology Learning

Background: The use of appropriate learning models, is an alternative to overcome the problem of students' low absorption of lessons, in order to improve the quality of teaching. SIMAS ERIC learning model (Skimming, Mind Mapping, Questioning, Exploring, Writing, and Communicating) is a learning model that helps teachers train students to plan learning, monitor the learning process, and evaluate student learning outcomes. This study aims to determine the implementation of SIMAS ERIC (Skimming, Mind Mapping, Questioning, Exploring, Writing, and Communicating) learning models to improve biology learning outcomes in eighth grade students of one-roof state junior high school, Kairatu. Method: The research design used was descriptive research. Research subjects were 25 garde VIII students. Data on biology learning outcomes are obtained through pre-test and post-test, observation to observe cognitive, affective, and psychomotor abilities. Results: The average achievement score obtained at the final value is 85.23%. Conclusion: There is an increase in student learning outcomes shown through the results of formative tests after being taught breathing system material in human beings with the application of the SIMAS ERIC learning model (Skimming, Mind mapping, Questioning, Exploring, Writing, Communicating)

scholarly journals Students’ learning outcomes on hydrocarbon materials through mind mapping method

2021 ◽  
Vol 13 (3) ◽  
pp. 223-229
Author(s):  
Andriani Andriani ◽  
◽  
Nelius Harefa ◽  
Elferida Sormin ◽  
St Fatimah Azzah ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Mapping Method ◽  
Mind Mapping ◽  
Normality Test ◽  
Test Instrument ◽  
Chemistry Learning ◽  
Sample Test ◽  
The Mind

The purpose of this study was to determine the effect of the Mind Mapping learning method on student learning outcomes in class XI MIPA SMAN 1 Siberut Tengah on hydrocarbon material. The research sample amounted to 28 students, who were selected using the Purpose Sampling technique. The instrument used was a test instrument for chemistry learning outcomes, in the form of pretest and posttest which were analyzed using SPSS 22 for window to determine the results of the T-test on the Independent Sample Test. Normality test using Shapiro-Wilk test on sig. > 0.05 that is equal to 0.034. The results of hypothesis testing using the Independent Sample Test which shows that the value of sig. (2-tailed) 0.000 < 0.05, which means Ha is accepted. Thus, it is concluded that there is an effect of using Mind Mapping to improve student chemistry learning outcomes.

scholarly journals PENGARUH PEMBELAJARAN MIND MAPPING TERHADAP HASIL BELAJAR SISWA PADA MATERI MEMAHAMI DASAR-DASAR ELEKTRONIKA SEDERHANA

2019 ◽  
Vol 1 (1) ◽  
pp. 06-10
Author(s):  
Admin JPTM
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Test Results ◽  
Mind Mapping ◽  
Student Learning Outcome ◽  
The Mind ◽  
Better Than

The purpose of this study is knowing the mind maping learning strategies against student learning outcomes in understanding simple electronic basics lesson. This research is a type of pre-experimental research with the method of a pretest-posttest design group. Samples from this study were students of class X in motorcycle engineering (TBSM) who numbered 19 people. Research data is quantitative data from learning outcomes test instruments in the form of pretest scores and posttest scores. Instrument test results from 50 multiple choice choices items obtained 30 questions received to be used as instruments in this research. Parametric hypothesis test results obtained price calculate > t table (6,21 > 2,03). Because t = 6,21 is greater than t table = 2,03, so this means H1 is received, what is required about learning strategies mind mapping of student learning outcomes in lesson material understanding simple electronic basics. Results can be investigated student learning outcomes after learning with learning strategies mind mapping is better than student learning outcome before learning with learning strategies mind mapping.

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