Development of Student’s Worksheets using Learning Strategies to Improve Thinking Ability Equipped with Mind Mapping and Ability of Student’s Retention

Serevina, Vina; Heluth, L

doi:10.1088/1742-6596/2377/1/012062

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Therefore, the choice of learning method should be an important concern. In addition to learning science, the mind mapping method is also appropriate for language learning (Serevina & Heluth, 2022;Su et al, 2022). Many benefits are obtained in the mind mapping method, namely (1) increasing the absorption of knowledge, (2) maximizing the working system of the brain, (3) lots of ideas and information that can be explained, (4) spurring creativity, and (5) developing divergent thinking skills and converge (Hidayat et al, 2020;Vorona et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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The Right Method for Developing Elementary School Student’s Creative Thinking Skills

Ardilansari,

Muhammad Nizaar,

Haifaturrahmah

et al. 2023

j. ilm. sekol. Dasar

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Thinking creatively is very important for students in the 21st century because the demands of the times expect creative students to discover new things with advances in science and technology. The learning method applied at this time has yet to be able to train students to think creatively. This study aims to analyze differences in students' creative thinking skills between the mind mapping method and the picture and picture method. The research method used was quasi-experimental with a posttest-only control group design. The sample used was 45 fifth-grade elementary school students. The data collection technique uses a creative thinking ability test, which consists of four indicators: the ability to think fluently, flexibly, originality, and elaboration. Data analysis used a t-test through Jeffreys's Amazing Statistics software program. The results of the data analysis showed that Cohen's d score was 0.830. These results indicate a significant difference between the two learning methods. Based on the average score and the percentage of scores obtained by students on each indicator of creative thinking, it shows that mind mapping is superior to the picture-and-picture method in developing creative thinking. It was concluded that elementary school teachers can apply the mind mapping method to develop students' creative thinking skills.

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Section: Discussionmentioning

confidence: 99%

“…A. Febriyanti & Wulandari, 2021;Wulandari et al, 2019). Through this mind mapping method, students' imagination potency is molded because the brain receives and processes information in imagination and exchanges imagination within a group (Serevina & Heluth, 2022;Z. Sh.…”

Section: A R T I C L E I N F Omentioning

confidence: 99%

The Right Method for Developing Elementary School Student’s Creative Thinking Skills

Ardilansari,

Muhammad Nizaar,

Haifaturrahmah

et al. 2023

j. ilm. sekol. Dasar

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Learning Tools Based on Outcome Based Education to Improve Student Learning Outcomes

Handayani,

Wiguna

2024

j. penelit. dan pengemb. pendidik.

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Currently, high quality and competent human resources are needed in the world of work. To achieve this, activities must be achieved as early as possible, which can be started from college by applying the Outcome Based Education (OBE) learning method. This research aims to develop learning tools for scientific courses in the form of valid, practical and effective outcome based education semester learning plans to improve student learning outcomes. The learning device development model used in this research is define, design, and develop, by modifying the 4-D model (Four D model). Learning device validity data was collected by a validation questionnaire. Practicality data was collected through questionnaires on the responses of lecturers and students to learning tools, and questionnaires on the implementation of learning tools. Data analysis was carried out descriptively. Based on the research results obtained: (1) the validity of learning devices is in the valid category with a validity value of RPS 3.52, (2) the practicality of learning devices is in the very practical category with value of 3.43, the average lecturer response is 3.71 and student response is 3.54, (3) the effectiveness of learning tools is in the effective category, with an average learning achievement test score of 79.54 and completeness of 88.24%. Based on the findings of the research results, it was concluded that learning tools met the criteria of being valid, practical, and effective in improving student learning outcomes tests, so that they could be implemented in a wider scope.

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The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Aydoğdu,

Alyılmaz

2024

Kastamonu Education Journal

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Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

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Development of Student’s Worksheets using Learning Strategies to Improve Thinking Ability Equipped with Mind Mapping and Ability of Student’s Retention

Cited by 3 publications

References 8 publications

The Right Method for Developing Elementary School Student’s Creative Thinking Skills

The Right Method for Developing Elementary School Student’s Creative Thinking Skills

Learning Tools Based on Outcome Based Education to Improve Student Learning Outcomes

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

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