This study aimed to measure the role of mind mapping in learning models to improve students' metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05; and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates

Keterampilan berpikir analitis merupakan kemampuan yang harus dikuasai mahasiswa untuk menyelesaikan masalah dalam biologi. Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk mendeskripsikan kemampuan berpikir analitis mahasiswa. Sejumlah 38 mahasiswa yang telah menempuh mata kuliah biologi umum menjadi subyek penelitian. Instrumen yang digunakan pada penelitian ini berupa tes tipe uraian yang mengacu pada keterampilan berpikir analisis yang terdiri dari membedakan (differentiating), mengorganisasi (organizing), dan menghubungkan (attributing) masing-masing indikator 3 soal. Berdasarkan analisis data dideskripsikan kemampuan analisis mahasiswa pada t indikator membedakan 3,01 (baik), mengorganisasikan 2,93 (baik), dan menghubungkan 2,47 (kurang baik). Indikator menghubungkan perlu mendapatkan perhatian lebih.Kata Kunci: keterampilan berpikir analitis, profil, dan biologi umum.

This study describes the implementation of learning using PhET simulation with a discovery learning model, the effect on increasing understanding of dynamic electricity concepts in science subjects, and student responses after participating in the lesson. This type of research uses a pre-experiment in the form of a one-group pretest-posttest design. The research was conducted on class IX IJHS students at Al-Islahiyah junior high school. Collecting data using the test method, questionnaire method, and observation method, with instruments in the form of test sheets, student response questionnaire sheets, and learning implementation observation sheets. The results of this study are 1) the implementation of learning using PhET simulation media with discovery learning model at first to fourth meetings is categorized as very good with percentages of 95.05%, 94.78%, 99.47%, and 100%. 2) The average n-gain value of all sub-concepts in class IX-A and class IX-B of 0.68 and 0.66, respectively, in the medium category indicate an increase in concept understanding. 3) The students show a positive response to the implementation of learning with PhET simulation with a discovery learning model with an average percentage of 74.28%. Thus, PhET simulation learning with a discovery learning model can improve students understanding of concepts.

No abstract