Implementing Direct Instruction Model with Mind Mapping Method on Static Fluids

The purpose of research is to improving problem solving skill of physics at student in SMPN 16 Mataram used mind mapping method at direct instruction model. Subyek research is VIII-E class with 32 students. The type of research is Classroom Action Research which done 2 cycle which consist of planning phase, execution, observation, evaluation, and reflection. Student and teacher activity data were get from observation sheet, and students learning result were get from test in the end of each cycle. Efficacy indicator of this research is if the category activity student is active and be improve, learning result of students is complete clasicality, which students get score ≥ KKM value 75 have reached ≥ 85 % from student grand total following evaluation. The result of this research showing the student activity and learning result is improved. In first cycle got mean score activity student is 10,5 with category active enough, and class mean is 73.6 with clasical complete 65.6 %. In second cycle got mean score activity student is 13,5 with category active, and mean class is 80.9 with complete classical is 87.5%. Based on the results got from each cycle, it can be concluded that the implementation of mind mapping method on direct instruction model can increase the physics problem solving skill of student of SMPN 16 Mataram, specially in vibration and wave chapter.

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Analisis Aktivitas Siswa Menggunakan Model Direct Instruction dengan Metode Mind Mapping

Wahana-Bio: Jurnal Biologi dan Pembelajarannya ◽

10.20527/wb.v13i1.11332 ◽

2021 ◽

Vol 13 (1) ◽

pp. 31

Author(s):

Muhammad Arifuddin ◽

Julian Yudani ◽

Misbah Misbah ◽

Dewi Dewantara

Keyword(s):

Data Collection ◽

Direct Instruction ◽

Mapping Method ◽

Science Students ◽

Mind Mapping ◽

Student Activities ◽

Student Activity ◽

The Mind ◽

Low Activity ◽

Instruction Model

The application of models and methods that are not in accordance with the characteristics of teaching materials has an impact on the low activity of students. Therefore, this research was conducted with the aim of analyzing student activities after applying the direct instruction model with the mind mapping method. This research is a classroom action research with Hopkins design. This study consisted of two cycles with two meetings per cycle. The subjects of this study were students of class XI IPA SMAN 11 Banjarmasin. Data collection techniques were obtained through observation. The results showed that student activity increased from 68.12% to 75.38% in the active category. It was concluded that the direct instruction model with the mind mapping method could increase the activity of class XI science students at SMAN 11 Banjarmasin.

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Implementasi Model Pembelajaran Cooperative Script Berbantuan Mind Mapping Dengan Model Pembelajaran Direct Instruction Terhadap Kemampuan Kreatifitas Mahasiswa Pada Mata Kuliah Microteaching

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v5i2.1174 ◽

2017 ◽

Vol 5 (2) ◽

pp. 109

Author(s):

Junarti Junarti

Keyword(s):

Direct Instruction ◽

Teaching Skill ◽

Average Score ◽

Teaching Skills ◽

Management Skill ◽

Mind Mapping ◽

Class Management ◽

Post Test ◽

The Difference ◽

Instruction Model

<p>this research is meant to:1) see the difference influence of Cooperative Script Model with the help of mind mapping with Direct Instructional teaching model to students’ creativity skill; 2) to prove the affectivity of Cooperative Script model implementation with the help of Mind Mapping in in improving Student’s creativity in applying basic teaching skill in Micro Teaching simulation activity; 3) to prove the implementation of Direct Instruction model in improving students’ creativity in applying basic teaching skill in micro teaching simulation. This research uses experimental method with two groups pre-test post-test. The result shows that: (1) the implementation of cooperative script model with the help of mind mapping is proven to be effective in improving student’s creativity in applying basic teaching skills in simulation activity can be seen from the experiment group where 11 skills (indicator formulation skill, apperception skill, opening skill, questioning skill, using variation skill, class management skill, discussion guidance skill, individual teaching skill, material mastery skill, class mastery skill and media usage skill) are showing the average score of more than 80, (2) the implementation of direct instruction model can improve student’s creativity in applying basic teaching skills where 6 basic skills (indicator formulation skill, giving apperception skill, lesson opening skill, questioning skill, class management skill and individual teaching skill) are able to achieve average scores of more than 80, and (3) the misconception done by students can be categorized as basic mathematical misconception which is caused by apperception mistake and understanding.</p>Keywords:

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Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

European Physical Education Review ◽

10.1177/1356336x18816997 ◽

2018 ◽

Vol 26 (1) ◽

pp. 36-53 ◽

Cited By ~ 9

Author(s):

Alexander Gil-Arias ◽

Fernando Claver ◽

Alba Práxedes ◽

Fernando Del Villar ◽

Stephen Harvey

Keyword(s):

Physical Education ◽

Direct Instruction ◽

Autonomy Support ◽

Perceived Competence ◽

Motivational Climate ◽

Sport Education ◽

Teaching Games For Understanding ◽

Hybrid Teaching ◽

The Impact ◽

Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

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PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI BAHASA INGGRIS PESERTA DIDIK KELAS X AP-1 SMK WIDYA MANDALA BADUNG

KULTURISTIK Jurnal Bahasa dan Budaya ◽

10.22225/kulturistik.2.2.750 ◽

2018 ◽

Vol 2 (2) ◽

pp. 144

Author(s):

I Made Purna Wijaya

Keyword(s):

Data Analysis ◽

Data Collection ◽

Quantitative Data ◽

Teaching And Learning ◽

Mapping Method ◽

Learning Method ◽

Mind Mapping ◽

Analysis Techniques ◽

Writing Theory ◽

Writing Skill

[Title: The Application of Mind Mapping Method to Improve Writing Skill in Writting English Descriptive Text of Students at Grades X AP-1 SMK Widya Mandala Badung] The aim of this paper is to determine students’ writing skill in doing descriptive. The research was conducted in the form of classroom action research, and mind mapping as learning method applied for improving students’writing skill. The application of this method in teaching and learning process arre expected to solve the problem that are faced by students at grade X AP1 SMK Widya Mandala. Constructivism theory were used to determine the learning model , in this case it has the same direction with mind mapping method. The theory of grammar and writing theory were used as a reference in making the assessment rubric. Methods of data collection and data analysis techniques performed quantitatively and qualitatively. Data were collected through a method of testing, observatiaon and questionnaires. The quantitative data collected through test and questionnaires, while the qualitative through observation. The result of the data analysis were presented in tables and charts with the description. The increased writing skill of the students can be seen from the average class grade, that is it is 63,7 in the pre-test, in the first cycle it became 73,9 and in the second cycle it became 78,3. The increased writing skill of the students is also proved by the increased percentage of grade achieved by the students that is more than 70. In the pre-test, the percentage of grade achieved was 33,33%, in the first cycle it became 59,26% and in the second cycle it became 100%.

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Influence of mind mapping method implementation on learning results social science is required from students interest

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v6n3.637 ◽

2019 ◽

Vol 6 (3) ◽

pp. 94-100 ◽

Cited By ~ 2

Author(s):

Dewa Nyoman Wija Astawa

Keyword(s):

Elementary School ◽

Social Science ◽

Science Achievement ◽

Mapping Method ◽

Analysis Of Covariance ◽

Control Group ◽

Learning Method ◽

Mind Mapping ◽

Control Group Design ◽

Learning Interest

This study aimed at investigating the effect of the implementation of mind mapping learning method to the students’ social science achievement viewed from learning interest at the fourth-grade students of an elementary school in Denpasar city in the academic year 2016/2017. This study was quasi-experimental research which applied the posttest-only control group design involving 80 students of grade four at elementary school in Denpasar city who were selected by using the total sample sampling technique. The data of the students’ social science achievement and learning interest were collected and then analyzed using the Analysis of Covariance (Anacova). The result of this study showed that the students’ social science achievement who were treated with mind mapping learning method was higher compared to the students’ social science achievement of those treated with the conventional learning method. This difference was consistent even though the students’ learning interest has been controlled. Based on the result of this study, it is suggested that mind mapping learning method be applied in the teaching and learning process of social science at the elementary school.

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PENINGKATAN HASIL BELAJAR SISWA KELAS VII SMPLB KARYA MULIA SURABAYA MENULIS BUKU HARIAN MELALUI PEMETAAN PIKIRAN DENGAN BALING-BALING BERWARNA

Jurnal Kwangsan ◽

10.31800/jurnalkwangsan.v2i1.13 ◽

2014 ◽

Vol 2 (1) ◽

pp. 37

Author(s):

NFN Machsunah

Keyword(s):

Action Research ◽

Secondary School ◽

Students With Disabilities ◽

Learning Outcome ◽

Mapping Method ◽

Class Action ◽

Hearing Impaired ◽

Mind Mapping ◽

Innovative Method ◽

Hearing Impaired Students

Writing a diary with colorful propeller mind mapping method is an innovative method to enhance the 7th grade hearing impaired students’ capabilities and skills of writing in Karya Mulia Special Secondary School for Students with Disabilities (SMPLB) Surabaya. This innovative effort was based on the constraints or obstacles to teach hearing impaired students in developing the abilities and skills of writing a diary that were still far below the average of minimum completion criteria (KKM). To find out the extent of this innovative method’s implementation’s impact, the author wanted to do a class action research (PTK) that includes 3 cycles where two-time meetings were conducted in each cycle. The research was started from the pre action activities continued to a cycle-1, cycle-2, to cycle-3. The result indicates that there has been improvements in 7th grade student’s learning outcome in writing a diary through mind mapping mehod using learn to write diary through colorful propeller mapping method AsbtrakMenulis buku harian melalui metode pemetaan pikiran (mind mapping) dengan menggunakan baling-baling berwarna merupakan metode inovatif untuk meningkatkan kemampuan dan keterampilan menulis buku harian siswa tuna rungu kelas VII SMPLB Karya Mulia Surabaya. Upaya inovatif ini beranjak dari kendala/hambatan sebelumnya dalam membelajarkan siswa tuna rungu mengembangkan kemampuan dan keterampilan menulis Buku Harian yang hasilnya berada jauh di bawah rata-rata Kriteria Ketuntasan Minimum (KKM). Untuk mengetahui sejauh mana dampak dari penerapan metode inovatif ini, penulis melakukan penelitian tindakan kelas (PTK) yang mencakup 3 siklus dan setiap siklus terdiri dari dua kali pertemuan. Penelitian dimulai dari kegiatan pra tindakan, dilanjutkan dengan siklus-1, siklus-2, sampai dengan siklus-3. Hasil penelitian tindakan kelas menunjukkan adanya peningkatan hasil belajar siswa kelas VII SMPLB Karya Mulia Surabaya dalam menulis buku harian melalui metode pemetaan pikiran dengan baling-baling berwarna

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