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Fadillah, Rahmad. "STUDENTS’ PERCEPTION ON THE USE OF MIND MAPPING APPLICATION SOFTWARE IN LEARNING WRITING." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (2019): 58–64. http://dx.doi.org/10.22219/celtic.v6i1.8755.
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The aim of this research is to investigate the students’ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the students’ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.
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Fadillah, Rahmad. "STUDENTS’ PERCEPTION ON THE USE OF MIND MAPPING APPLICATION SOFTWARE IN LEARNING WRITING." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (2019): 58. http://dx.doi.org/10.22219/celticumm.vol6.no1.58-64.
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The aim of this research is to investigate the students’ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the students’ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.
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Fauziah, Nurul, Nurma Izzati, and Hendri Handoko. "Development of Cooperative Integrated Reading and Composition Learning Model with Mind Mapping Method to Improve Students' Understanding of Mathematical Concepts." Journal of General Education and Humanities 1, no. 3 (2022): 117–30. http://dx.doi.org/10.58421/gehu.v1i3.27.
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The development of the CIRC learning model with the mind mapping method was based on the needs analysis results. The findings include that students' understanding of mathematical concepts is still not optimal, and teachers' selection of learning models is still not appropriate. The CIRC learning model applied in schools is still not optimal or has several shortcomings. The objectives of this study are: (1) to determine the development of the CIRC learning model with the mind mapping method to improve students' understanding of mathematical concepts; (2) know the improvement of students' understanding of mathematical concepts who received the application of the CIRC learning model with the mind mapping method; (3) knowing the difference in increasing students' understanding of mathematical concepts between those who received the application of the CIRC learning model with the mind mapping method and those who received the application of the CIRC learning model; (4) knowing students' responses to the application of the CIRC learning model with the mind mapping method. The results showed that: (1) the CIRC learning model with the mind mapping method was included in the valid criteria and should be tested based on the product validation results. (2) there is an increase in students' understanding of mathematical concepts in the experimental class who get the application of the CIRC learning model with the mind mapping method of 0.88 (high criteria). (3) there is a significant difference between the application of the CIRC learning model with the mind mapping method and the application of the CIRC learning model to improve students' understanding of mathematical concepts (4) The student response to the application of the CIRC learning model with the mind mapping method is 79% (very good) positive students (accept).
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Mellania, Dyna, and Karina Fefi Laksana Sakti. "Penerapan Metode Mind Mapping melalui Aplikasi LessonsUp untuk Keterampilan Menulis Karangan Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang." JoLLA: Journal of Language, Literature, and Arts 2, no. 9 (2022): 1289–304. http://dx.doi.org/10.17977/um064v2i92022p1289-1304.
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Abstract: Mind mapping is a learning method that can be applied to practice the writing skill in Mandarin language learning. This research aimed to describe the implementation of the mind mapping method by LessonUp application in essay writing skill of students’ Mandarin Education Program State Universitas Negeri Malang and to describe the students’ responses towards the implementation of the applied method through the learning platform. This study used a qualitative approach with descriptive analysis. The research’s data were taken through observation sheets answered by three observers and questionnaire sheets filled out by 22 students of the 2020 Mandarin Education Program. Finally, the results show that the implementation of the mind mapping method by LessonUp application in learning to write Chinese essays went smoothly. Students can develop Mandarin essays according to the mind map well. Furthermore, the result of the questionnaire depicts that the mind mapping method through the application is interesting and attractive to be applied in a Mandarin writing course. Through this method, students' writing skills would be improved. Keywords: implementation; mind mapping method; application; writing skill Abstrak: Mind mapping merupakan sebuah metode pembelajaran yang dapat diterapkan untuk melatih kemampuan menulis pada pembelajaran bahasa Mandarin. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode mind mapping melalui aplikasi LessonUp dalam keterampilan menulis karangan mahasiswa Program Studi Pendidikan Bahasa Mandarin Universitas Negeri Malang dan mendeskripsikan respons mahasiswa terhadap penerapan metode mind mapping melalui platform pembelajaran tersebut. Pendekatan dalam penelitian ini adalah pendekatan kualitatif dengan analisis deskriptif. Data penelitian diambil melalui lembar observasi yang dilakukan oleh tiga observer dan lembar angket yang telah diisi oleh 22 mahasiswa Program Studi Pendidikan Bahasa Mandarin angkatan 2020. Hasil penelitian menunjukkan bahwa penerapan metode mind mapping melalui aplikasi LessonUp pada pembelajaran menulis karangan bahasa Mandarin berjalan dengan lancar. Mahasiswa mampu mengembangkan karangan bahasa Mandarin sesuai mind map dengan baik. Hasil angket mengungkapkan bahwa metode mind mapping melalui aplikasi tersebut menarik dan menyenangkan untuk diterapkan pada pembelajaran menulis bahasa Mandarin. Melalui metode tersebut, keterampilan menulis karangan mahasiswa dapat meningkat. Kata kunci: penerapan; metode mind mapping; aplikasi; keterampilan menulis
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Chen, Lizhu. "Research on the Application of Mind Mapping in English Teaching in Primary Schools." Journal of Education and Educational Research 5, no. 3 (2023): 291–94. http://dx.doi.org/10.54097/jeer.v5i3.13788.
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This study discusses the application of mind mapping in English teaching in primary schools. Through literature review and case analysis, it is found that mind mapping plays an important role in improving the effect of English teaching in primary schools and students' interest in learning. Specifically, mind mapping can be applied to vocabulary, grammar, reading and writing teaching, which can help students improve their English listening, speaking, reading and writing ability, stimulate their interest in learning and cultivate their autonomous learning ability. Through the rational use of mind mapping, teachers can help students better master basic knowledge such as vocabulary and grammar, and improve their reading and writing abilities. At the same time, mind mapping can also cultivate students' thinking ability, autonomous learning ability and creativity. Therefore, in actual teaching, teachers should flexibly use mind maps to assist teaching according to the teaching content and the actual situation of students, so as to improve the effect and quality of English teaching in primary schools. Generally speaking, mind mapping has a broad application prospect in primary school English teaching, which is of great significance to improve the quality of primary school English teaching and students' English application ability. This study has extensive application value.
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Zhang, Yixun, Ranran Zhang, Xu Cheng, and Shuiqin Shi. "Application of Mind Mapping in General Zoology Teaching." Journal of Contemporary Educational Research 7, no. 5 (2023): 17–24. http://dx.doi.org/10.26689/jcer.v7i5.4901.
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Against the background of the new curriculum reform, teachers are no longer just expected to impart knowledge exclusively, but they also carry the responsibility to encourage students to think independently, improve students’ thinking skills, and cultivate good learning and thinking habits among students, so as to enable students to use knowledge in a flexible manner and improve their thinking skills. General zoology is a highly specialized discipline, with scattered knowledge points and various concepts. Since the traditional teaching mode limits students’ mastery of knowledge points, teachers need to find a teaching method that can help students understand knowledge points and exercise independent thinking. Mind mapping is a concrete thinking tool that helps students exercise their thinking skills. The introduction of mind mapping in the teaching of general zoology allows students to have a clearer understanding of the overall framework of this discipline. The application of mind mapping can be divided into four parts: pre-class preview, classroom study, after-class review, and zoology experiment. The application of mind mapping to teaching not only improves students’ learning efficiency, but also enhances students’ comprehensive ability and stimulates their interest in general zoology. In this paper, the 17th chapter of “Fish” in general zoology is taken as an example to elaborate the application of mind mapping in the teaching of general zoology.
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Asrofin, Dian, Kunti Nadiyah Salma та Wahyu Hanafi Putra. "The Effect of Mind Mapping Learning Media on Learning Achievement in al-Naḥwu al-Waḋiḥ at Madrasah Tsanawiyah". Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, № 1 (2022): 414–21. http://dx.doi.org/10.37680/scaffolding.v4i1.1368.
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The application of mind mapping in nahwu subjects using the skills of words, pictures, logic and awareness space in an exciting way will impact student learning outcomes. This study aims to determine; (1) Increased value from before the implementation of mind mapping learning media. (2) The application of mind map media in nahwu lessons for class IX students at Mts Al-Imam Sawoo (3) The results of learning achievement after implementing mind mapping media. This research is quantitative research with data collection techniques using questionnaires and documentation. While the data analysis through instrument validity test and instrument reliability test. The study results: 1) it is known that the average value of the nahwu Al wadhih subject of class IX A and IX B students is 72.44%. 2) in the application of mind mapping media in class IX nahwu lessons, the interaction between teachers and students is perfect; even students are more active in the process. 3) the learning outcomes of Nahwu students in grade IX using mind mapping media have increased, which initially had an average of 72.44% to 79.5%.
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He, Wei. "An Empirical Research on Application of Mind Mapping to Business Comprehensive English Course." Journal of Education and Educational Research 11, no. 2 (2024): 1–4. http://dx.doi.org/10.54097/kwxt1r95.
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This research is to explore the effectiveness of applying Mind Mapping to the course of business comprehensive English for students at Sichuan University of Arts and Science. In addition, this research collects students’ feedback on the administration and further application of mind mapping. A total of seven assignments of mind maps were submitted to Xuexitong (an online app) in the teaching practice of the course named Business Comprehensive English by students from two classes of business English major in one academic year. Then, a questionnaire was distributed online, and 72 students responded to the questionnaire. Analyses Findings were based on the 72 respondents’ feedback. The findings show that the vast majority of students hold a positive attitude towards the application of the mind mapping, for it has proved to be an effective way to facilitate their understanding of the structure and main idea of articles. Meanwhile, what needs to be improved is the guidance the teacher gave them about how to apply mind mapping in their studies. Recommendations on the application of mind mapping to other courses of English major and future research are put forward in the end.
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Merlin Diah Cahyani and Laela Apri Liani. "PENERAPAN METODE MIND MAPPING PADA PEMBELAJARAN PAI DI KELAS XI SMK KARYA GUNA 1 BEKASI." Sejahtera: Jurnal Inspirasi Mengabdi Untuk Negeri 2, no. 1 (2023): 131–44. http://dx.doi.org/10.58192/sejahtera.v2i1.466.
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This study discusses the application of the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi. The purpose of this study was to find out whether the application of the Mind Mapping method in PAI learning at SMK Karya Guna 1 Bekasi in Class XI was successful or not. The purpose of this research is to prove that by applying the Mind Mapping method to pie learning in schools. By applying the Mind Mapping method it can stimulate students to be active in class, and be able to discuss with peers, and also be able to solve problems by discussing. In this study it can be proven that one of the ways to arouse student activity is to use the Mind Mapping method in teaching PAI at school. Based on the results of this study, it can be seen that applying the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi is well implemented. This can be proven by the application of the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi. Using this method can produce active and critical students in dealing with problems, as well as being able to discuss and respect friends' opinions when discussing, increasing the level of independence in learning. Not only using the discussion method, the teacher must also provide motivation in learning so that students can learn optimally.
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Basri, Nurmala. "The Effect of Applying Mind Mapping Method in Writing Descriptive Text." Langua: Journal of Linguistics, Literature, and Language Education 3, no. 2 (2020): 35–56. https://doi.org/10.5281/zenodo.4087103.
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Writing is one of the four aspects of language skills that a person must possess. By writing, someone can generate interesting ideas and then pour them into writing. The mind mapping method is applied to see how the method influences writing student description texts. This study aims to identify the effect of the mind mapping method on writing descriptive texts for students of SMK Muhammadiyah Tidore Kepulauan. The subjects are students of class XI for the 2020/2021 school year. This study uses a quantitative design. The instrument used by researchers is a test. The analysis technique used to measure student work is by using descriptive text rubrics. The implementation of learning to write descriptive text using the mind mapping method in class XI students is carried out effectively, smoothly, and thoroughly, which can be seen from the seriousness of the students in participating in learning. Previously students were bored, but when learning was done using the mind mapping method, students were enthusiastic and very creative in making mind maps and concentrated very much on writing a descriptive text. The mind mapping method has a positive influence on writing the descriptive text for class XI students of SMK Muhammadiyah Tidore Kepulauan. This can be seen in the learning outcomes that the scores of the results of writing the descriptive text of students using the mind mapping method have increased between the pre-test and post-test scores, the pre-test average score is 51,3 while the post-test average score is 90,6.
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Zinchenko, Anna, and Hlafira Koval. "Mind mapping in foreign language classes: review of online mind map constructors." Scientific and methodological journal "Foreign Languages", no. 3 (November 14, 2023): 55–59. http://dx.doi.org/10.32589/1817-8510.2023.3.290265.
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The article deals with the peculiarities of the educational technology of mind mapping, reviews several digital applications for creating mind maps, and practically proves the effectiveness of using mind mapping in foreign language classes.The digitization of the educational process, the globalization of knowledge and the availability of educational information arrays, in combination with quarantine restrictions and the war in Ukraine, have presented significant obstacles to foreign language teachers. Although mind mapping technology is relatively new, it has many supporters among linguists. The essence of educational technology based on compliance with the radial type of brain perception of an array of information, which is more natural than linear, is analysed in detail in the article. The appropriate systematicity, structure, simplicity and adaptability of this method of material demonstration, in contrast to the traditional ones, were delivered through the characterization of the main elements of the mental map structure and the basic rules for its creation. The paper provides an overview of three primary online mind map constructors (Gitmind, Mindomo, and Coggle) according to several requirements, adequate for teaching foreign language grammar to first-year students majoring in “Philology”. Based on the review of the basic and target characteristics of mind map applications, the article’s authors recommended the Gitmind constructor and justified the choice. An example of the practical application of mental maps and the application in foreign language classes was also presented in the article. The stages of creating a teaching mind map for presenting a grammar topic were described. The article presents the results of the final survey of students involved in learning with the help of mind maps, which proved the expediency and effectiveness of using mind maps in teaching foreign languages in general, and the optimality of using a digital mind map constructor in particular.
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Chaplygina, A. V. "Application of mind mapping technology in chemistry teaching." Vestnik of Orenburg State Pedagogical University. Electronic Scientific Journal, no. 39 (2021): 237–52. http://dx.doi.org/10.32516/2303-9922.2021.39.18.
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CHEN, Ya-Shao, and Qing-Ru NING. "Application of Mind Mapping in Physical Chemistry Teaching." University Chemistry 32, no. 3 (2017): 24–29. http://dx.doi.org/10.3866/pku.dxhx201608001.
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姜, 哲宇. "Application of Mind Mapping in Advanced Mathematics Learning." Advances in Education 12, no. 12 (2022): 5332–37. http://dx.doi.org/10.12677/ae.2022.1212810.
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赵, 宏艳. "Application of Mind Mapping in College Mathematics Teaching." Creative Education Studies 10, no. 12 (2022): 3311–14. http://dx.doi.org/10.12677/ces.2022.1012513.
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Wu, Wei, and Weitong Zheng. "Using Mind Mapping for English Vocabulary Teaching." English Language Teaching 16, no. 5 (2023): 42. http://dx.doi.org/10.5539/elt.v16n5p42.
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This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
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Wu, Wei, and Weitong Zheng. "Using Mind Mapping for English Vocabulary Teaching." English Language Teaching 16, no. 5 (2023): 44. http://dx.doi.org/10.5539/elt.v16n5p44.
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This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
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Muhamad Novi Aminudin and Binti Maunah. "Penerapan Model Pembelajaran Mind Mapping Untuk Meningkatkan Motivasi Belajar IPS Siswa Kelas VIII MTS Miftahul Huda Ngeni Wonotirto Blitar." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 1, no. 4 (2023): 01–10. http://dx.doi.org/10.61132/sadewa.v1i4.139.
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The aim of this research is to increase students' social studies learning motivation through the application of the mind mapping learning model, this is due to the low level of students' learning motivation towards social studies subjects at MTs Miftahul Huda Ngeni Wonotirto Blitar. This study uses a descriptive qualitative approach. Data collection techniques using interviews, observation, and documentation. The results of this research are (1) The steps for implementing the mind mapping learning model begin with determining the objectives to be achieved in learning, determining the material that will be presented in the mind map. After the material is determined, the next step is to prepare supporting tools. The next step is the learning process using the mind mapping learning model. (2) Student responses to the application of the mind mapping learning model get a good response from students. Students are more enthusiastic when learning activities use the mind mapping learning model. (3) The implications of applying the mind mapping learning model are a) students are interested in paying attention to the material presented, b) students become easier to understand the material, c) students become more enthusiastic about learning than usual, d) students become more active in learning activities using mind mapping model, e) student learning motivation has increased, besides that it will affect student learning outcomes.
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Mayeni, Riska, Yanti Nazamai Ekaputri, Titik Hardewi Yani, Intan Dwi Rahayu, and Sefrinal Sefrinal. "PENINGKATAN MOTIVASI BELAJAR DAN HASIL BELAJAR SISWA KELAS II SMPN 2 RAHAN PESISIR DALAM PELAJARAN BAHASA INDONESIA MELALUI MODEL PEMBELAJARAN MIND MAPPING." Jurnal Manajemen Pendidikan 7, no. 1 (2022): 1–10. http://dx.doi.org/10.34125/jmp.v7i1.729.
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This research is motivated by low student motivation and learning outcomes. This study aims to: (1) determine the application of the mind mapping model, (2) increase learning motivation in Indonesian subjects through the application of mind mapping models, (3) improve Indonesian learning outcomes through the application of a mind mapping model. This type of research is CAR which consists of two cycles, each cycle consists of planning, implementation, observation and reflection. The research subjects were students of class IISMPN 2 Coastal Domain for the 2021/2022 academic year which opened 10 students. The object of the research is the improvement of learning motivation and learning outcomes in Indonesian subjects about news texts. Data collection techniques obtained by observation, questionnaires and written tests. Data analysis in this study used quantitative and qualitative descriptive analysis. The results of the study showed the application of the mind mapping model to increase students' learning motivation. in the second cycle increased to 81.34 (high). The application of the mind mapping model can improve student learning outcomes of SMPN 2 Ranah Pesisir. This can be seen in the increase in the average test score in the initial conditions of 71.45 with the presentation of completeness (68.18%) increasing to 76.3 with the presentation of completeness (88.89%) in the first cycle, then to 81 with the presentation of learning completeness. (92.55%) in cycle II.
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Trisnawati, Aulya Firda, and Akhtim Wahyuni. "The Effect of The Application of The Mind Mapping Learning Model to Improve The Critical Thinking Ability of Elementary School Students in Tanggulangin." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 5189–98. http://dx.doi.org/10.35445/alishlah.v14i4.2318.
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Thematic learning in the 2013 curriculum requires students to be more active and think critically. The ability to think critically is essential for students, especially facing the challenges of the 4.0 era. In reality, the elementary school students in Tanggulangin cannot yet think critically. Most students answer essay questions without being able to describe them in detail. This study was conducted to analyze how the application and results of the mind mapping learning model improve students' critical thinking skills. The research method used is the class action research method. The object of his research was a grade V student of the Elementary School in Tanggulangin. The techniques used in this study are observation and test techniques. The results showed: (1) The application of the mind mapping learning model to improve students' critical thinking skills was carried out in 4 stages compiling an Action design, applying a mind mapping learning model, observing the results obtained from the application of the mind mapping model and evaluation. (2) The results of the mind mapping learning model show that the percentage of students' critical thinking ability with mind mapping media has increased from cycle 1 to cycle two by 24.15%. Further research is expected to be carried out with diverse respondents, with more than two-cycle stages, to analyze the percentage of the graph produced more significantly
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Imamuddin, Imamuddin, Walib Abdullah, and Fatihul Iqbal Maulana Muhyin. "THE APPLICATION OF THE MIND MAPPING METHOD IN IMPROVING STUDENT LEARNING ACHIEVEMENT IN MADRASAH DINIYAH." Molang: Journal Of Islamic Education 1, no. 02 (2023): 29–43. http://dx.doi.org/10.32806/g7y6mw70.
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This research explores the effectiveness of the mind mapping method in improving students' learning outcomes at Madrasah Diniyah LPI MAKTUBA Palduding Plak-Pak Pegantenan Pamekasan. Using a qualitative descriptive approach, this study collected primary and secondary data to obtain an accurate and systematic description of the phenomenon under study. The results showed that the mind mapping method effectively improves student learning outcomes and can be applied in various learning contexts. However, this study has limitations, including focusing on one educational institution and using qualitative methods. For further research, exploring how the Mind Mapping method can be applied in teaching specific subjects or customised for students with special needs is recommended. This research makes an essential contribution to the field of education by demonstrating the potential of the mind-mapping method as a practical learning tool.
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Salsabilla, Ananda Pimpie, Dadang Sunendar, Farida Amalia, Febyasti Davela Ramadini, and Royan Nur Fahmi. "Mind Mapping Method Using Xmind Application to Improve French Speaking Skills." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 8, no. 2 (2024): 472. https://doi.org/10.26858/eralingua.v8i2.65986.
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Abstract. There are several issues faced by beginner French learners in learning speaking skills. Students are difficult to learn and pronounce French words correctly. They still read texts to perform monologues as well. Meanwhile, they are required to have speaking skills that focus on general situations in daily life. According to these issues, a different approach is needed to improve their language skills. Therefore, this study discusses the utilization of digital-based mind map in improving French speaking skills. The purpose of this study was to determine how the Xmind application is used to create mind map in the classroom and find out the students' speaking skills after the implementation of it. This study uses a pre-experimental method with quantitative approach and One Group Pretest-Posttest design. The participants in this study were students of the French Language Education at one of the universities in Indonesia. The implementation of the mind mapping method by the Xmind application in speaking skills was carried out by creating a monologue with specified theme. According to the results of data analysis, there was an improvement in students' speaking skills after the implementation of the mind mapping method by the Xmind application. This is indicated by an increase in the average score of speaking skills which in the pre-test was 62.2/100 to 83.9/100 in the post-test. Furthermore, the results of the questionnaire analysis showed that there are many advantages of this method implementation. The majority of participants (85.5%) stated that the mind mapping method helped in enhancing vocabulary for speaking French and in general (76.3%), students stated that implementing the mind mapping method by the Xmind application helped them to improve their memory.Keywords: Mind Mapping; French Speaking Skills; Xmind; Learning Method
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Nurdamayanti, Aulia. "PENERAPAN METODE MIND MAPPING PADA PEMBELAJARAN MATEMATIKA SIWA SMPN 48 SURABAYA." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 8, no. 1: (2018): 17–24. http://dx.doi.org/10.36456/buana_matematika.8.1:.1518.17-24.
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This research is based on the frequent learning of mathematics which is generally centered on the teacher, which is often considered able to make the students can understand the material given. While, students should participate actively in learning, to be able to build ideas through the ability and thought in accordance with their understanding. This research is quantitative descriptive. The techniques used in this study are observation, questionnaires, and tests. Learning model in this research is using mind mapping method, because mind mapping method can help students to not always record writing as a whole. Students can present words, ideas, made on their own thoughts, understanding and creativity, and can understand the material for a longer period of time. Based on the background, the purpose of this research is to describe the student activity during the application of mind mapping method, to describe the student's response and the learning result after applying the mind mapping method on persamaan garis lurus. The conclusion that can be drawn from the application of mind mapping method on the equation of persamaan garis lurus of students of class VIII SMP Negeri 48 Surabaya is that with mind mapping method can make the students more active role in the class. And for learning outcomes also experience mastery at equation of equation..
 Keywords: mind mapping, activity, response, learning outcomes
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Kusumawati, Arie, Nuraini Purwandari, and Ester Lumba. "Model Pembelajaran Mind Mapping Menggunakan Microsoft Visio 2007 bagi Guru-Guru SDIT Al-Kautsar Cikarang." Jurnal Karya untuk Masyarakat (JKuM) 2, no. 1 (2021): 26–37. http://dx.doi.org/10.36914/jkum.v2i1.478.
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Abstrak: Teknologi informasi dan komunikasi (TIK) telah berkembang dengan cepat saat ini. Pemanfaatan TIK dengan pendidikan diharapkan mampu mengoptimasi proses belajar dan mengajar sehingga tercipta generasi yang unggul. Penggunaan teknologi pada software aplikasi yang mudah dan mempermudah proses belajar mengajar namun powerfull sangat dibutuhkan. Salah satu penerapan teknologi software aplikasi dalam pembelajaran adalah dengan memanfaatkan Microsoft Visio untuk pembuatan metode mind mapping. Menerapkan metode mind mapping dengan memanfaatkan Microsoft Visio didalam proses belajar mengajar bukan hanya menuntut ketersediaan perangkat kerja namun juga kemampuan pratikal dari seorang pengajar atau guru. SDIT Al-Kautsar merupakan salah satu organisasi pendidikan yang dimana masih harus ditingkatkan kemampuan pemahaman dan implementasinya terhadap metode mind mapiing dalam proses belajar mengajar. Berfokus pada kemampuan praktikal guru-guru SDIT Al-Kautsar Cikarang maka pelaksanaan PKM ini bertujuan memberikan pengetahuan dasar kepada guru-guru sehingga dapat memanfaatkan software aplikasi khususnya Microsoft Visio serta mampu mengembangkan materi ajar dengan mind mapping. Serta dapat memberikan ketertarikan dan penyemangat untuk meningkatkan minat belajar, dan daya serap anak didik terhadap materi pelajaran.
 
 Kata kunci: guru sekolah dasar; microsoft visio; mind mapping; pembelajaran
 
 Abstract: Information and communication technology (ICT) has developed rapidly nowadays. Utilization of ICT with education is expected to be able to optimize the learning and teaching process so as to create an excellent generation. The use of technology in application software that is easy and simplifies the teaching and learning process but is very powerful is needed. One application of application software technology in learning is to use Microsoft Visio to create a mind mapping method. Applying the mind mapping method by utilizing Microsoft Visio in the teaching and learning process requires not only the availability of work tools but also the practical abilities of a teacher. SDIT Al-Kautsar is an educational organization where the ability to understand and implement the mind mapping method in teaching and learning still needs to be improved. Focusing on the practical abilities of SDIT Al-Kautsar Cikarang teachers, the implementation of this PKM aimed to provide basic knowledge to teachers so that they can take advantage of application software, especially Microsoft Visio and be able to develop teaching materials with mind mapping. And can provide interest and encouragement to increase interest in learning, and the ability of students to absorb the subject matter.
 
 Keywords: elementary school teacher; Microsoft Visio; mind mapping; learning
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Zulfia Latifah, Ana, Heri Hidayat, Heny Mulyani, Ajeng Siti Fatimah, and Amallia Sholihat. "PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN KREATIVITAS PADA PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN." Jurnal Pendidikan 21, no. 1 (2020): 38–50. http://dx.doi.org/10.33830/jp.v21i1.546.2020.
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In learning, we need a method to enhance the creativity of the students, one of them with Mind Mapping method. This study aims to explain the application of mind mapping methods to increase creativity in learning Citizenship Education in Class VI Madrasah Ibtidaiyah (MI). This research was conducted using field observation of 25 students. The Research Data collection is based on the results of students learning activities to create a mind map. The results showed that the Mind Mapping method can enhance students' creativity in studying Pancasila and Citizenship Education. 
 Dalam Pembelajaran, diperlukan sebuah metode untuk meningkatkan kreativitas siswa, salah satunya dengan metode Mind mapping. Penelitian ini bertujuan untuk mengetahui bagaimana penerapan metode mind mapping untuk meningkatkan kreativitas pada pembelajaran Pendidikan Kewarganegaraan di Kelas VI MI. Penelitian ini dilakukan dengan observasi ke lapangan yang dilakukan di kelas VI MI Miftahul Falah dengan jumlah 25 siswa. Pengambilan data dilakukan melalui hasil kegiatan belajar dengan membuat sebuah mind mapping. Hasil penelitian menunjukkan bahwa metode Mind mapping dapat meningkatkan kreativitas siswa pada pembelajaran Pendidikan Pancasila dan Kewarganegaraan.
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Rochanah, Siti. "Upaya Meningkatkan Daya Ingat Tentang Materi Keseimbangan Lingkungan Dengan Menerapkan Teknik Mind Mapping." Journal on Education 4, no. 1 (2021): 114–27. http://dx.doi.org/10.31004/joe.v4i1.414.
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This study aims to determine whether nor not there is an increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques to students of Class 4-C SD Negeri Kendangsari I/276 Surabaya, and to determine how much the increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques to students. Class 4-C SD Negeri Kendangsari I/276 Surabaya. This research was conducted to overcome the problem of low memory experienced by students of Class 4-C SD Negeri Kendangsari I/276 Surabaya. Therefore, the author as a teacher in the class tries to apply the Mind Mapping technique which focuses on student learning activities in order to get educational values, knowledge in learning and maximum memory. The action research was carried out in two learning cycles and, based on the exposure to the results of the research and discussion, it can be concluded that there is an increase in the memory of the Environmental Balance material through the application of Mind Mapping techniques in Class 4-C students of SD Negeri Kendangsari I/276 Surabaya. Improved memory of Environmental Balance material through the application of Mind Mapping techniques in Grade 4-C students of SD Negeri Kendangsari I/276 Surabaya an average of 25%
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Ding, Chengxin. "The Influences of Mind-Map on Cultivating Students' Metacognitive Capacity." Lecture Notes in Education Psychology and Public Media 22, no. 1 (2023): 130–39. http://dx.doi.org/10.54254/2753-7048/22/20230244.
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Mind mapping is an effective graphic thinking tool for expressing divergent thinking proposed by Tony Buzan, a world-renowned psychologist and educator. It is a practical thinking tool that is simple, yet effective and efficient at the same time. Mind mapping develops students thinking skills, logical skills, etc. This study aims to investigate the development of metacognitive ability of students through the production of mind mapping. Through a review of related literature, the study found that mind mapping can promote students categorization and organization skills, help students discover and understand new relationships, improve problem-solving skills, and facilitate the deposition of learning outcomes. In addition, mind mapping production requires student participation, thereby improving students metacognitive ability. The literature access suggests that the production of mind mapping has a significant effect on the development of students metacognitive ability, and it should be introduced into education. In the future, the production method of mind mapping should be further optimized, and its application scenarios should be studied to improve students learning effectiveness and metacognitive ability development.
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Zunaida. "Upaya Meningkatkan Hasil Belajar PPKn Materi Keberagaman Sosial, Budaya, dan Ekonomi Masyarakat dengan Menggunakan Metode Mind Mapping pada Siswa Kelas VI B SD Negeri 8 Kota Bengkulu Semester I Tahun Pelajaran 2021/2022." Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 6, no. 1 (2023): 68–74. http://dx.doi.org/10.33369/dikdas.v6i1.19188.
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Mind Mapping is a creative, and literally, mind mapping way of note-takig. Mind Mapping requires children to be creative and effective in the process of mind mapping through colors and images as outlined in a mind map. Mind Mapping is one of the learning strategies that seeks a student to explore creative ideas in participating in learning activitees, This study aims to determine the application of the mind mapping method to improve the learning outcomes of Civics on Social, Cultural, and Economic Diversity material for grage VI B SD Negeri 8 Bengkulu City in the academic year 2021/2022. Based on the results of the study, it was shown that the application of the Mind Mapping Method could improve Civics learning outcomes. This is indicated by the increase in student learning out comes at the Pre-cycle I, and Cycle II stages. At the pre-cycle stage of 27 students, data obtained that there were 21 students who scored below the predetermined KKM of 75, and the average grade of the new class reached 65,18. Meanwhile, there are only 6 students who get scores above the KKM. Furthermore, in Cycle I, students who scored above the KKM were 11 people and the grades were below the KKM were 16 people, the average grade was 72,59. In Cycle II of 27 students, data was obtained that there were 6 students who scored below the KKM (22,222), while students who scored above the KKM were 21 students (77,777 %) The average grage was 80.
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Sitepu, Melyani Sari, Arianto Arianto, Sheila Herliza, Wina Wulandari, Nia Asmalinda, and Mutmainnah Mutmainnah. "The Impact of Mind Mapping on Young Children's Writing Skills: An Experimental Study." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 9, no. 3 (2024): 399–407. http://dx.doi.org/10.14421/jga.2024.93-03.
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This study investigates the application of the mind-mapping learning model to enhance children's writing skills. Conducted over two weeks during the 2022/2023 academic year at a school in Medan, North Sumatra, the research employed a quantitative experimental design. The study population included 106 children aged 3-8 years, with samples systematically selected from two classes. Data collection involved observation sheets to assess student engagement and activity levels. Statistical tests ensured data validity and reliability, with normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) revealing normal and non-normal distributions and homogeneity tests confirming data uniformity. The t-test results indicated a significant positive impact of mind mapping on writing skills (Sig. = 0.000; t = 24.810). These findings suggest that mind mapping in early education can significantly enhance writing abilities, improving academic performance and cognitive development. The implications are substantial for educational practice, advocating for integrating mind mapping into teaching methods and supporting teacher training programs. Despite limitations such as a small sample size and potential sampling bias, this study provides a foundation for further research. Future studies should involve larger samples to validate these results and explore additional applications of mind mapping in educational settings, aiming to refine and enhance teaching strategies for early childhood education. Additionally, educational policymakers should consider integrating innovative teaching strategies like mind mapping to improve academic outcomes.
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Saputra, Nizar, and Muntasir Muntasir. "The Integration of Mind Mapping Technique in Storytelling to Assist EFL students in Mastering Speaking Skill." International Journal of Education, Language, and Religion 3, no. 2 (2021): 49. http://dx.doi.org/10.35308/ijelr.v3i2.4460.
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This research investigates the effectiveness of mind mapping implementation in storytelling to improve students' speaking skills. This research was framed as an experimental method in which tests and interviews are used to analyze the data. The test consisted of pre-test and post-test, while the structured interview is used to find out students' perspectives toward using mind mapping in storytelling. The finding suggests a significant difference between students' speaking skills in retelling stories using mind mapping and without mind mapping. This difference could be seen from the distribution of the t-score, which is higher than the t-table. T-score is 6. 8, and the t-table is 1.7. The research also suggests that the students considered the mind mapping technique an excellent and effective technique applied in storytelling to improve their speaking performance. Based on the result, the application of the Mind Mapping Technique in storytelling in teaching speaking skills can be one of effective ways to improve the student's speaking performance.
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Zhang, Weijing. "The Application of Mind Mapping to English Vocabulary Teaching in Senior High School." Frontiers in Humanities and Social Sciences 3, no. 3 (2023): 1–7. http://dx.doi.org/10.54691/fhss.v3i3.4455.
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Mind mapping is a tool for radioactive thinking using images and associations. It has the characteristics of visibility, divergence, radioactivity and multi-dimension. It is a popular revolutionary thinking tool in the 21st century. It was developed in the 1970s by Tony Buzan. This method is famous for inducing the development of left and right brain functions, and making it concrete by assisting memory with shapes, colors and symbols. It has far-reaching influence in many fields. At present, there are still some problems in English vocabulary teaching in China. What’s more, mind mapping is rarely widely used in vocabulary teaching. Therefore, this paper aims to explain how to use mind mapping to help solve the current problems of students' vocabulary.
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Mastan, Mastan. "Pengaruh Penerapan Model Pembelajaran Mind Mapping Berbasis Lesson Study Terhadap Pemahaman Konsep dan Motivasi Belajar Siswa." COMSERVA Indonesian Jurnal of Community Services and Development 2, no. 11 (2023): 2568–73. http://dx.doi.org/10.59141/comserva.v2i11.599.
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The purpose of this study was to determine the effect of the application of learning model based on the Lesson Study to concept of mind map (Mind Mapping) understanding and student motivation. This study was conducted on September 2013 of the junior class VIII Negeri7 Tarakan. This research is a quasi-experiment with a population of VIII class and research take a 2 class for sample. The sampling technique using cluster random sampling. Data were analyzed using SPSS 16.0 for Window. Analysis using Independent sample t-test test. The results of the analysis of the effect of the application of mind map learning model (Mind Mapping) Lesson Study based on students' understanding of concepts obtained t 2.110 at a significance level of 0.05 and df = 68 values obtained ttabel2,000 means thitung>ttabel for student motivation and obtained thitung 3.679 in significance level of 0.05 and df = 68 values obtained ttabel2,000 means thitung>ttabel. Based on the analysis of data it can be concluded that there are significant application of mind map learning model (Mind Mapping) Lesson Study is based on the understanding of concepts and student motivation.
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Gan, Ziyue. "Application of Mind Mapping in Primary School English Teaching." Journal of Education and Educational Research 10, no. 1 (2024): 141–44. http://dx.doi.org/10.54097/qr4fwr68.
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With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.
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Phanata, Stephanie. "Research on The Application of Mind Mapping in Indonesian-Chinese Character Teaching Review Lesson: A Case Study of The Department of Chinese Language and Culture Universitas Sebelas Maret 心智导图在印尼汉字教学复习课中的应用研究——以 三一一大学中文系为例". Sinolingua: Journal of Chinese Studies 1, № 2 (2023): 131. http://dx.doi.org/10.20961/sinolingua.v1i2.74214.
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<p>In order to probe the application of mind mapping in the Indonesian Chinese character teaching review lesson, the author attempts to use mind mapping to promote the development of student's writing skills in the Chinese character teaching review lesson. The research object of this article is a junior class student in the Department of Chinese Language and Culture of Universitas Sebelas Maret (first semester, newly exposed to Chinese) 180 mind maps were collected from 90 students and drawn. The analysis results of the observation method, action method, and questionnaire survey method indicate that Chinese character mind mapping is helpful in improving Indonesian students' ability to master Chinese characters and improve their quality and interest in Chinese character learning during the review lesson. When using mind mapping, teachers should try to highlight their strengths and avoid weaknesses. With the popularization of computers and the rapid development of graphic technology, the application of mind maps in Chinese character teaching as a foreign language will gradually be recognized, indicating that the development prospects of mind maps are bright. </p><p align="center"> </p><p><span lang="EN-US"><br /></span></p>
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Ramadhani, Rifky Kamila, Kunti Nadiyah Salma, and Sri Ana. "Fa’āliyah Istikhdām al-Kharītah al-Żihniyyah fī Ta’līm Qawā’id al-Lugah al-‘Arabiyyah li Țullāb al-Madrasah al-Śānawiyyah." Aphorisme: Journal of Arabic Language, Literature, and Education 6, no. 1 (2025): 183–97. https://doi.org/10.37680/aphorisme.v6i1.6218.
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This research examines the application of mind mapping in Arabic grammar learning and its effectiveness in improving students' understanding. The hypotheses in this study are H₀, namely that the use of mind mapping has no significant effect on students' understanding of Arabic grammar learning, and Hₐ (alternative hypothesis), namely that the use of mind mapping significantly affects students' understanding of Arabic grammar learning. This research uses a quantitative approach with a one-group pretest-posttest design. The population in this study consists of all 9th-grade students at MTs YPI Manbaul Ulum Semanding Jenangan Ponorogo in the 2023/2024 academic year, totaling 20 students, and the entire population was used as the sample through a saturated sampling technique. The data sources consist of primary data, 9th-grade students, and secondary data from textbooks, teacher notes, and curriculum references. Data collection techniques include observation, interviews, tests, and documentation. Data analysis techniques involve the normality test (Shapiro-Wilk), homogeneity test, and paired sample t-test using SPSS 16 to measure the effectiveness of the mind mapping strategy. The results of the study indicate that the use of mind mapping in learning Arabic grammar is effective. This is evidenced by the significance value (Sig. 2-tailed) in the paired sample t-test of 0.00 < 0.05, which means H₀ is rejected and Hₐ is accepted. Thus, it can be concluded that the application of mind mapping in Arabic grammar learning significantly improves students' understanding.
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Nurhayati, Nurhayati, Ima Wahyu Putri Utami, and Elia Rovi Luddi Anoffa. "Penerapan model pembelajaran mind mapping untuk meningkatkan hasil belajar IPA kelas 5." Jurnal Pendidikan Profesi Guru 1, no. 3 (2022): 142–49. http://dx.doi.org/10.22219/jppg.v1i3.14299.
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Tujuan penelitian ini yaitu untuk mengetahui proses penerapan model pembelajaran Mind Mapping pada mata pelajaran IPA tentang ekosistem di kelas V SDN 2 Basuhan dan untuk meningkatkan hasil belajar IPA tentang ekosistem pada siswa kelas V SDN 2 Basuhan melalui penerapan model pembelajaran Mind Mapping. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif dengan menggunakan jenis penelitian tindakan kelas (PTK). Subjek penelitian ini adalah peneliti dan siswa kelas V SDN 2 Basuhan sebanyak 7 orang yang terdiri dari 2 laki-laki dan 5 perempuan. Data diperoleh melalui teknik tes, observasi, dan dokumentasi. Data yang terkumpul dianalisis dengan menggunakan analisis data deskriptif kualitatif dengan cara membandingkan hasil pree test dan post test. Tindakan ini dilakukan hanya dalam 1 siklus dengan 1 kali kegiatan pembelajaran. Dari tindakan perbaikan pada siklus I hasil belajar siswa telah mencapai indikator keberhasilan dengan kategori baik. Kesimpulan hasil penelitian yaitu terjadi peningkatan hasil belajar IPA melalui penerapan model pembelajaran Mind Mapping pada siswa Kelas V SDN 2 Basuhan. Application of the Mind Mapping Learning Model to Improve Science Learning Outcomes for Grade 5. The purpose of this study is to determine the application of learning models Mind Mapping in natural sciences studies about the ekosistem in class V SDN 2 Basuhan and to improve learning outcomes IPA about ekosistem fourth grade students of SDN 2 Basuhan through the application of learning models Mind Mapping. The approach used in this study is a qualitative approach using classroom action research (CAR). The subjects were researchers and fourth grade students of SDN 2 Basuhan, as many as 7 people consisting of 2 men and 5 women. The collected data were analyzed using descriptive qualitative data analysis by comparing the results of the pre-test and post-test. This action is carried out only in 1 cycle with 1 learning activity. From the corrective action in cycle I, student learning outcomes have reached the indicators of success with good categories. The conclusion of the research results is that there is an increase in science learning outcomes through the application of the Mind Mapping learning model in Class V SDN 2 Basuhan students
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S, Khafifah Indar Parawansa, and Moh. Hafidz. "The Enhancement of Writing Skill and Critical Thinking through Digital Visual Mind Mapping in Writing Classroom." Journal of Practice Learning and Educational Development 5, no. 2 (2025): 327–32. https://doi.org/10.58737/jpled.v5i2.455.
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This study aims to determine the use, application and effect of digital visual mind mapping method on narrative text learning of MA Al Hidayah Bangkalan students. This research uses a qualitative design. The design used is a qualitative design. The instruments used by researchers are observation, interviews and documentation. The participants in this study were 1 teacher who taught English class XI at MA Al Hidayah Bangkalan. The observation result shows that learning using digital visual mind mapping creates an active, interactive, interesting and fun learning environment because students exchange opinions and build cohesiveness between teams. After conducting an interview with the teacher concerned, it can be seen that the application of the digital visual mind mapping method is very effective and can make students faster in understanding lessons through things that students really like and also motivate students to be more enthusiastic and train students' critical thinking skills. Although there are some students who are still shy and find it difficult due to the lack of vocabulary they have, the digital visual mind mapping method can make them more free to express ideas into writing. The results of the documentation as evidence and digital traces of the application of the method. The findings of this study show that the visual mind mapping method is a method that fits the needs of students today and facilitates students in writing activities and hones students' critical thinking skills.
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Zulfi Ayuni, Zulfi, and Muhammad Nuh Rasyid. "Penerapan Strategi Mind Mapping dalam Meningkatkan Pemahaman Siswa pada Pembelajaran Sejarah Bani Umayyah di MAS Al-Washliyah P. Berandan." Al-Ikhtibar: Jurnal Ilmu Pendidikan 10, no. 1 (2023): 68–79. http://dx.doi.org/10.32505/ikhtibar.v10i1.6381.
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The research in based on the results of observations of students in class XI MAS Al-Washliyah P. Berandan, it was found that the daily grades of Islamic Cultural History subjects in class XI MAS Al-Washliyah were on average still low or under the KKM (Minimum Completeness Criteria).The shows that most students do not understand the material being taught so that if affects learning outcomes. The purpose of this study is to find out the application of mind mapping strategies in improving students’ understanding, especially in the Umayyad History lesson. The research sample is class XI Religion students, totaling 24 people. The type of research used is quantitative research with experimental methods with One Grup Pretest Posttest Design. Data collection techniques in this study were using observasion, tests, and documentation. The result showed that the application of mind mapping strategies could improve students’ understanding. Students’ understanding before (pretest) applied mind mapping strategy was 51,25 after being implemented with mind mapping strategy (posttest) was 81,88. Meanwhile, for the results of hypothesis testing, a value of 0,00 is obtained, this indicates that there is an effect of applying mind mapping strategies in increasing students’ understanding of the history of rhe Umayyads.
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Imron, Ali, and Aimmatul Mahfudhoh. "Penerapan Model Pembelajaran Mind Mapping untuk Meningkatkan Keaktifan Siswa." TARBAWIYAT 3, no. 02 (2024): 140–56. https://doi.org/10.62589/t.v3i02.340.
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Quality education depends not only on the material taught, but also on the way it is delivered. One of the main challenges in the learning process is keeping students active and engaged. Student activeness is important as it can improve their understanding, thinking skills and creativity. However, many students tend to be passive in learning. To overcome this, more innovative and interactive methods are needed, one of which is Mind Mapping. Mind Mapping is a visual organisation of ideas technique that helps students understand complex concepts, plan tasks, and connect information. The application of Mind Mapping in class IV can have a significant impact in increasing student activeness by stimulating creative and critical thinking. This article discusses the application of Mind Mapping as an effort to increase the activeness of grade IV students, including the basic concepts, how to apply it in learning, as well as the benefits and challenges faced by teachers and students. The use of Mind Mapping not only makes it easier for students to organise and recall information, but also enhances collaboration, creativity and learning independence. However, challenges such as difficulty in explaining concepts to students and limited creativity need to be overcome to maximise the effectiveness of this method.
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Munir, Shahida, Yasira Waqar, and Amir Raza. "Effectiveness of Mind mapping in Science Teaching among 8th grade Students." Research Journal for Societal Issues 5, no. 4 (2023): 143–52. http://dx.doi.org/10.56976/rjsi.v5i4.170.
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Mind mapping is an innovative technique that is used to make contact among ideas by using main words that give directions to the human mind. Mind mapping facilitates the teaching-learning process for knowledge construction. This experimental study was conducted to examine the effect of mind-mapping activities on students’ learning, academic achievement, and retention of knowledge. The study was carried out on the subject of science at the elementary level. The objectives of the study were to find out the effect of mind mapping activities on students learning in science at the elementary level at different levels of the cognitive domain of Bloom's taxonomy (knowledge, comprehension, application, and analyses). Grade 8 students of a public school located in a district of Punjab were taken as samples through a random sampling technique. The mind mapping method was used to teach students. The Pre-test-Post test Equivalent-Groups Design was selected. Two-month lesson planning was used for mind-mapping activities to teach the eighth graders. Two groups were made, one as an experimental and the other as the control group. Data analysis was carried out through SPSS 21. A T-test was used to compare both groups’ performance. The findings of the study indicated that the experimental group participants achieved statistically significant and higher gains than students in the control group. The results from mind-mapping activities revealed that the mind-mapping technique has a positive impact on students' learning.
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Zulfa Tsalitsatul Muna, Nur Hidayah, Muhajir, Ashley Le Souef, and Alyssa Devaney. "Mind Mapping as an Innovation in Reading and Writing Learning: A Study of Understanding Arabic Texts." Alibbaa': Jurnal Pendidikan Bahasa Arab 6, no. 1 (2025): 120–37. https://doi.org/10.19105/ajpba.v6i1.15963.
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This research explores the application of the mind mapping method in the qira’ah and kitabah learning at the Universitas Nahdlatul Ulama Yogyakarta. Employing a qualitative descriptive approach, data were gathered through observations, interviews with lecturer and students, and questionnaires distributed to students. The findings show that the use of mind mapping significantly facilitates students in understanding Arabic texts and enhances their creativity in presenting the main ideas from those texts. Additionally, mind mapping boosts students' motivation, creating a more engaging and interactive learning experience. Despite some initial challenges in implementation, such as difficulties faced by some students, the method overall succeeded in creating a more enjoyable learning environment. This research suggests additional exploration and development of mind mapping in Arabic teaching to increase its effectiveness.
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Rahmanita, Rahmanita, and M. Yusuf. "Penerapan Model Mind Mapping dalam Pembelajaran Sejarah Kebudayaan Islam di MIN 2 Padang Pariaman." Mau'izhah 11, no. 2 (2021): 1. http://dx.doi.org/10.55936/mauizhah.v11i2.70.
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The purpose of the study was to find out how thelearning process of Islamic Cultural History after theimplementation of the mind mapping model or concept mapand what were the supporting factors in the application of themind mapping model or concept map in learning IslamicCultural History at MIN 2 Padang Pariaman Regency. Thisresearch is a qualitative field research using a descriptivemethod, namely by describing the object of research as it is.The sources of data in this study were the Head of Madrasah,teachers of Islamic Cultural History, and students. While thedata collection techniques used are observation, interviews anddocumentation. The data that has been collected is thenprocessed by means of data reduction, data presentation anddrawing conclusions. From the results of the study, it wasfound that based on the analysis of the syntax of the mindmapping model or concept map at Madrasah Ibitidaiyah Negeri(MIN) 2, Padang Pariaman Regency, it had been implementedwell but did not match perfectly with the mind mapping theory.There are still some shortcomings, namely mind mappingtheory is a learning model that seeks to make students moreactive than the teacher while the learning process takes placenot many students are active to answer or ask the teacher aboutthe material being studied. The supporting factor in the 
 application of the mind mapping model in learning IslamicCultural History at Madrasah Ibtidaiyah Negeri (MIN) 2Padang Pariaman Regency is the support of the Madrasah Headwho supports the application of the mind mapping model andthe teacher or educator who is the key to the success of thelearning process and parental attention. The obstacle in theapplication of the mind mapping model or concept map inlearning Islamic Cultural History at Madrasah IbtidaiyahNegeri (MIN) 2 Padang Pariaman district is the source bookwhich is not enough funds, there is only one source book.
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Suandi, Suandi, Sanwani Sanwani, and Marazaenal Adipta. "PENERAPAN METODE MIND MAPPING DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA MATA PELAJARAN EKONOMI SMPN 2 PRINGGARATA." Jurnal Sekretari Universitas Pamulang 10, no. 2 (2023): 241–49. http://dx.doi.org/10.32493/skr.v10i2.31499.
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ABSTRAKPenelitian ini bertujuan untuk menginvestigasi efektivitas penerapan metode mind mapping dalam meningkatkan hasil belajar kognitif siswa SMPN 2 Pringgarata. Metode mind mapping digunakan sebagai pendekatan pembelajaran yang kreatif dan visual untuk membantu siswa mengorganisir, menghubungkan, dan mengingat informasi dengan lebih baik. Penelitian ini menggunakan desain penelitian pre-test dan post-test dengan kelompok kontrol yang tidak menerapkan metode mind mapping. Sampel penelitian terdiri dari 60 siswa kelas VIII yang dipilih secara acak. Instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar kognitif yang dikembangkan berdasarkan kurikulum nasional. Data dianalisis menggunakan uji statistik t berpasangan. Hasil penelitian menunjukkan bahwa siswa yang mengikuti pembelajaran dengan metode mind mapping menghasilkan peningkatan yang signifikan dalam hasil belajar kognitif dibandingkan dengan kelompok kontrol. Penelitian ini menyimpulkan bahwa penerapan metode mind mapping efektif dalam meningkatkan hasil belajar kognitif siswa SMPN 2 Pringgarata.Kata kunci: Metode Mind Mapping, Hasil Belajar Kognitif, Siswa SMPN 2 Pringgarata, Pembelajaran Visual, Pendekatan Kreatif. ABSTRACT This study aims to investigate the effectiveness of applying the mind mapping method in improving the cognitive learning outcomes of Pringgarata 2 Public Middle School students. The mind mapping method is used as a creative and visual learning approach to help students better organize, relate, and remember information. This study used a pre-test and post-test research design with a control group that did not apply the mind mapping method. The research sample consisted of 60 grade VIII students who were randomly selected. The instrument used in this study was a cognitive learning achievement test developed based on the national curriculum. Data were analyzed using paired t statistical tests. The results showed that students who took part in learning using the mind mapping method produced a significant increase in cognitive learning outcomes compared to the control group. This study concluded that the application of the mind mapping method was effective in improving the cognitive learning outcomes of Pringgarata 2 Public Middle School students.Keywords: Mind Mapping Method, Cognitive Learning Outcomes, Students of SMPN 2 Pringgarata, Visual Learning, Creative Approach.
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Azhar, Mukhsinul, and Zurifah Nurdin. "Pemanfaatan Media Mind Mapping Berbasis Project Based Learning pada Pembelajaran SKI di Madrasah Tsanawiyah Negeri 2 Bengkulu Tengah." Al-Bahtsu: Jurnal Penelitian Pendidikan Islam 9, no. 2 (2024): 222. https://doi.org/10.29300/btu.v9i2.5386.
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The purpose of this study is (1) To find out and describe the use of Mind Mapping Media based on Project Based Learning in SKI Learning at State Junior High School 2, Bengkulu Tengah. (2) To find out and describe the Implementation of Mind Mapping Media based on Project Based in State Junior High School 2, Bengkulu Tengah. (3) To find out and describe the advantages and disadvantages of Mind Mapping Media based on Project Based Learning in SKI Learning at State Junior High School 2, Bengkulu Tengah. The type of research used in this study is descriptive qualitative research, the research subjects who can provide information are the Principal or Vice Principal and Teachers. Research results (1) Utilization of Mind Mapping Media based on Project Based Learning in SKI Learning at State Junior High School 2, Central Bengkulu, Mind Mapping media based on Project Based Learning used in SKI learning is oriented towards students, so that students are able to conceptualize SKI Material and are easy to understand, are able to create interesting and active learning and are able to raise students' enthusiasm and enthusiasm in participating in learning. (2) Application of Mind Mapping Media based on Project Based Learning in SKI Learning at State Junior High School 2, Central Bengkulu, namely: a. Students are asked to form groups. b. Students pay attention to the instructions for making mind mapping given by the teacher. c. The teacher distributes a blank sheet of paper to each group. d. Students design the creation of mind mapping e. Group representatives collect the results of the mind mapping on the teacher's desk. f. Representatives of each group are appointed by the teacher to present the results of the mind mapping in front of the class. (3) The advantages and disadvantages of Mind Mapping Media based on Project Based Learning for SKI Learning at State Middle School 2, Central Bengkulu are that it can hone students' creativity, train students to think critically and the disadvantages of mind mapping media include: only being able to include important points.
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Almaidah Rahmadini Darsono, Shafa Shafa, and Anis Komariah. "The Effectiveness of Using Mind Mapping in English Vocabulary Learning for Eleventh Grade Students at MA Darul Ihsan Samarinda." El-Syaker : Samarinda International Journal of Language Studies 2, no. 1 (2025): 52–64. https://doi.org/10.64093/esijls.v2i1.500.
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Mind mapping is an innovative learning strategy that emphasizes creativity and visual organization to enhance comprehension and retention. However, its effectiveness in improving vocabulary acquisition, particularly in a high school setting, requires further exploration. This study investigated the application of mind mapping in fostering English vocabulary acquisition among eleventh grade students at MA Darul Ihsan Samarinda. Using a quasi-experimental design, this quantitative study involved 43 students divided into experimental and control groups. Data were collected through a pre-test and a post-test consisting of 25 multiple-choice questions. Statistical analysis, including the Mann-Whitney U test, revealed that the experimental group, taught using mind mapping, experienced a significant increase in mean score of 35.3 points, compared to 27.1 points in the control group. The findings underscore the potential of mind mapping to not only enhance vocabulary acquisition but also promote student engagement and creativity. This study advocates for the integration of mind mapping into English language teaching as an effective and practical pedagogical tool.
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Madrani, Cahya, Ahmad Gawdy Prananosa, and Andri Valen. "PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTU MIND MAPPING PADA PEMBELAJARAN IPS SISWA KELAS V SD NEGERI 15 LUBUKLINGGAU." PRIMARY EDUCATION JOURNAL SILAMPARI 4, no. 2 (2023): 53–59. http://dx.doi.org/10.31540/pejs.v4i2.2420.
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This study aims to determine the completeness of student learning outcomes after the Application of the Mind Mapping Assisted Problem Based Learning Model in Social Studies Learning for Class V SD Negeri 15 Lubuklinggau Significant Complete. This type of research is quantitative research and the research method used is quasi-experiment using pre-test and post-test research designs. Using multiple choice questions of 16 questions. The research sample was VB class consisting of 23 students and data analysis techniques with the following steps: Normality Test, T-Test. Based on the results of the T-Test analysis, the value of tcount (1.75) and ttable (1.73) when compared means tcount > ttable, after applying Problem Based Learning Assisted Mind Mapping it is significantly complete with a significant level of 0.05 so it can be concluded that the results studying social studies for fifth grade students at SD Negeri 15 Lubuklinggau after applying the Mind Mapping Assisted Problem Based Learning Model significantly completed.
 Keywords: Application, Learning Outcomes, Problem Based Learning, Mind Mapping
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Nugroho, Bivit Anggoro Prasetyo, Memet Sudaryanto, and Melia Istiani. "Peningkatan Keterampilan Menulis Teks Eksplanasi melalui Metode Pembelajaran Mind-Mapping di SMP Negeri 1 Sokaraja." Tematik: Jurnal Penelitian Pendidikan Dasar 2, no. 1 (2023): 37–44. http://dx.doi.org/10.57251/tem.v2i1.898.
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The purpose of this study was to improve the learning outcomes of class VIII students in writing explanatory texts through the Mind-Mapping learning method. Learning outcomes can be achieved in accordance with learning objectives through the role of educators in developing interactive learning tools. The Mind-Mapping learning method is an interactive method that can improve students' explanatory text writing skills. The application of the Mind-Mapping method at SMP Negeri 1 Sokaraja through classroom action research includes four steps, namely: (1) planning; (2) action; (3) observation; and (4) reflection. The results of this study indicate an increase in student learning outcomes in the skills of writing explanatory texts in pre-cycle, cycle I, and cycle II. The 8 aspects of the assessment have increased from the pre-cycle stage to cycle II. The average ability of students to write explanatory texts in pre-cycle was 5.5, cycle I was 7.12 and cycle II was 8.62. The application of the Mind-Mapping learning method can be an alternative in improving the ability to write explanatory texts in class VIII students.
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Ma’ruf, Abdul Hakim, Mohamad Syafii, and Arie Purwa Kusuma. "Pengaruh Model Pembelajaran Mind Mapping Berbasis HOTS terhadap Motivasi dan Hasil Belajar Siswa." Mosharafa: Jurnal Pendidikan Matematika 8, no. 3 (2019): 503–14. http://dx.doi.org/10.31980/mosharafa.v8i3.552.
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AbstrakPenelitian ini bertujuan untuk mengetahui bagaimana pengaruh penerapan model pembelajaran Mind Mapping berbasis HOTS terhadap hasil belajar matematika dan motivasi belajar matematika siswa. Jenis Penelitian ini adalah penelitian kuantitatif dengan pendekatan quasi eksperiment. Populasi pada penelitian ini adalah semua siswa sekolah menengah atas kelas XI di Jakarta Timur, pada Tahun Akademik 2018/2019. Adapun populasi terjangkau diambil berdasarkan nilai UNBK pada tahun ajaran 2017/2018 dan didapatkan SMAN 105 Jakarta sebagai kategori tinggi, MAN 2 Jakarta sebagai kategori sedang dan SMA BUDHI WARMAN 2 Jakarta sebagai kategori rendah. Analisis data menggunakan uji-t dengan taraf signifikansi . Hasil pada penelitian ini adalah sebagai berikut: 1) Ada pengaruh motivasi belajar siswa pada pembelajaran matematika model Mind Mapping berbasisl HOTS pada hasil belajar matematika siswa. 2) Terdapat perbedaan motivasi belajar matematika siswa dengan model pembelajaran Mind Mapping berbasis HOTS dan model pembelajaran Mind Mapping tanpa bantuan soal HOTS. 3) Terdapat perbedaan hasil belajar matematika siswa dengan model pembelajaran Mind Mapping berbasis HOTS dan model pembelajaran Mind Mapping tanpa bantuan soal HOTS.Kata Kunci: Mind Mapping, HOTS, Hasil belajar, Motivasi. The Effect of Using Mind Mapping Learning Model in Solving HOTS Based Questions on Motivation and Student Mathematics Learning OutcomesAbstractThe purpose of this study is to find out the influence of the application of based on HOTS Mind Mapping learning models on mathematics learning outcomes and students' learning mathematics motivation. This research is quantitative research with a quasi-experimental approach. The population in this study were all high school students of class XI in East Jakarta, in the Academic Year 2018/2019. The affordable population is taken based on the UNBK value in the 2017/2018 school year and obtained SMAN 105 Jakarta as a high category, MAN 2 Jakarta as a medium category and SMA BUDHI WARMAN 2 Jakarta as a low category. Data analysis used a t-test with a significance level of 0.05. The results of this study are as follows: 1) There is an influence on students' learning mathematics motivation based on HOTS Mind Mapping models on student mathematics learning outcomes. 2) There is a difference in students' motivation to learn mathematics based on HOTS Mind Mapping learning models and Mind Mapping learning models without the help of HOTS questions. 3) There are differences in students' mathematics learning outcomes based on HOTS Mind Mapping learning models and Mind Mapping learning models without the help of HOTS questions.Keywords: Mind Mapping, HOTS, Learning Outcomes, Motivation.
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Haida, Yuliami Nur, Wiedy Murtini, and Patni Ninghardjanti. "PENERAPAN MODEL PEMBELAJARAN MIND MAPPING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK." Efisiensi : Kajian Ilmu Administrasi 19, no. 1 (2022): 60–77. https://doi.org/10.21831/efisiensi.v19i1.46231.
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Abstrak: Penerapan Model Pembelajaran Mind Mapping untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik. Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran mind mapping dapat meningkatkan kemampuan berpikir kritis peserta didik. penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dalam 2 siklus. Hasil penelitian ini menunjukkan tes kemampuan berpikir kritis pada siklus pertama memperoleh capaian sebesar 48% peserta didik yang lulus dengan nilai rata-rata kelas adalah 80,65. Hal ini menunjukkan kenaikan sebesar 26% bila dibandingkan dengan tes pratindakan dimana capaian peserta didik yang lulus adalah sebesar 22% dengan nilai rata-rata kelas adalah 70,65. Kemudian pada siklus kedua kembali terjadi peningkatan dan mampu melampaui target capaian yang diharapkan dimana sebesar 78% peserta didik dinyatakan lulus dan nilai rata-rata kelas adalah sebesar 91,3. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model pembelajaran mind mapping dapat meningkatkan kemampuan berpikir kritis peserta didik. Kata kunci: mind mapping; kemampuan berpikir kritis; covid-19; pembelajaran daring; zoom meeting Abstract: Application of Mind Mapping Learning Model to Improve Students’ Critical Thinking Abilities. This study aims to determine whether the application of the mind mapping learning model can improve students’ critical thinking abilities. This study is a Classroom Action Research (CAR) in 2 cycles. The result of this study showed that the critical thinking ability test in the first cycle obtained an achievement of 48% of students who passed with an average grade was 80.65. this shown an increase of 26% when compares to the pre-action test where the achievement of students who passed was 22% with an average grade was 70.65. then in the second cycle there was an increase again and was able to exceed the expected achievement target where 78% of students passed and the class average was 91.3. based on the result of the study, it can be concluded that mind mapping learning model can improve students’ critical thinking abilities. Keyword: mind mapping; critical thinking abilities; covid-19; online learning; zoom meeting
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Pudjiastuti, Sri Rahayu. "IMPLEMENTATION OF THE MIND MAPPING MODEL WITH SCATTERGORIES GAME IN IMPROVING CREATIVITY AND LEARNING OUTCOMES IN NATIONAL EDUCATION MATERIALS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 2 (2018): 22–24. http://dx.doi.org/10.33751/jhss.v2i2.912.
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This study aims to find the Application of the Mind Mapping Model with Game Scatterories in Improving Student Creativity and Learning Outcomes in the Indonesian Legislation Regulations Material in class VI of MI Nurul Huda Cimanggis Depok. The results obtained were the Application of the Mind Mapping Model with Game Scattergories, the first cycle by obtaining an average score of 69.22, in the second cycle a score of 74.18 was obtained and in the third cycle the Application of the Mind Mapping Model with Game Scattergories managed to score 77 , 90 points and succeeded in increasing the Learning Outcomes variable in National Legislation Materials and Creativity in achieving student completeness. The conclusion of the study is the Application of the Mind Mapping Model with Game Scatterories has succeeded in improving Learning Outcomes in the Material of National Legislation Regulations and Creativity of Grade VI MI Nurul Huda Cimanggis Depok. The implication of the research is to make the results of research as a reference in developing students' creativity and the concept of national legislation can be used as a guide for behavior in life in families, schools and communities. Suggestions are intended for students, teachers, principals, governments, institutions and students so that the results of this study can be a reference in the development of learning models.