Mind Mapping: An Experiential Approach to Syllabus Review

McCrea, Elizabeth; Lorenzet, Steven J.

doi:10.1080/15416518.2018.1427540

Cited by 10 publications

(9 citation statements)

References 23 publications

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“…The Mind Mapping learning method is a way that can make it easier for students to receive information in their brain regarding the material and to retrieve information 29 Afifah Febriani, Nurul Fadila Sindi, Rina from the brain, poured in the form of a visual mind map (Tiharita, 2017;McCrea, 2018;Variani, 2020). Mind mapping combines and develops the working potential of the brain contained within a person.…”

Section: Khalifamentioning

confidence: 99%

Seven Steps of the Implementation of Mind Mapping Method in Learning of Islamic Education

Febriani¹,

Sindi²,

Amanda³

et al. 2022

Khalifa: J. Islamic Education

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The use of learning methods is needed in learning activities, with the existence of learning methods the process of delivering learning is more effective. This study aims to find out what the steps for implementing the mind mapping method in learning morality in junior high schools are. This study uses a qualitative method with a case study approach. Sources of data were taken from three informants through a set of interview protocols that have been validated by one expert in their field, the informant is a teacher of Islamic religious education in junior high schools. The informants were selected through a purposeful sampling technique. Then, all of the interview results are analyzed by using Milles and Huberman pattern. From the results of the interview, it was stated that the use of the mind mapping method consisted of seven steps, namely four steps taken by the teacher consisting of first providing media and learning resources, second delivering mind mapping material, third dividing students into several groups, fourth carrying out evaluation while three implementation steps the activities carried out by the students consisted of the first students discussing making a complete mind map, the second students presenting the results of the discussion in front of the class and the third students concluding the lesson. The results of this study can be used as initial data for further research in examining this problem in different contexts and issues.

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Section: Khalifamentioning

confidence: 99%

Seven Steps of the Implementation of Mind Mapping Method in Learning of Islamic Education

Febriani¹,

Sindi²,

Amanda³

et al. 2022

Khalifa: J. Islamic Education

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“…Certainly, a transition is necessary in which learners learn to participate in science activities that demand deeper engagement on their part. This transition is a process that is dependent on teachers' acceptance of what is expected of them to replace outmoded classroom models of teaching and learning science with learner-centric models (McComas, 2017;Moemeke, 2014;Voogt et al, 2013), including the use of mind map (McCrea & Lorenzet, 2018). In terms of pedagogical practice, many salient researches have provided useful insights about how mind mapping can be used in diverse fields to make teaching and learning more stimulating, enjoying and effective in science (Wilson et al, 2016), health science (Rosciano, 2015), engineering (Dixon and Lammi, 2014), and education research methods (Murtonen, 2015).…”

Section: Teaching Science and Making It Relevant For The 21 St Centurmentioning

confidence: 99%

What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging

Iwuanyanwu

2019

Pedagogical Research

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As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'beall and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.

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“…Mind mapping is a reminder to note important interrelated things for specific purposes because it speeds up the recording process using only keywords [10]. Overall, the mind map approach was more effective, with student mind mapping answering more questions correctly, especially regarding higher-level concepts such as course learning objectives and the nature of the main task [11].…”

Section: Introductionmentioning

confidence: 99%

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

Serevina

Heluth²

2022

J. Phys.: Conf. Ser.

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This study aims to develop a student’s worksheet (LKPD) using learning strategies to improve thinking skills equipped with mind mapping to increase student retention in learning physics. LKPD was developed based on the results of the validation and responses of teachers and students. This research method with the survey development model. The data collection technique used is distributing questionnaires via google form to 128 high school students and 26 high school teachers in Jakarta. The subjects of this research are LKPD and the students of class XI high school 74 in Jakarta. The developed LKPD contains: 1) LKPD cover, 2) table of contents, 3) study instructions, 4) learning competencies or subject matter, 5) supporting information, 6) tasks or work steps, and 7) assessment. Based on the results of observations using a questionnaire via a google form, with 128 students, 40% of students had difficulty remembering learning material for a long time. As many as 46% of students feel helped by LKPD compared to 39% of modules. As many as 96% of teachers stated that LKPD was able to reinforce students on the material being taught. Student retention shows that an n-gain value of 0.7 with this LKPD is very effective.

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Mind Mapping: An Experiential Approach to Syllabus Review

Cited by 10 publications

References 23 publications

Seven Steps of the Implementation of Mind Mapping Method in Learning of Islamic Education

Seven Steps of the Implementation of Mind Mapping Method in Learning of Islamic Education

What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging

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

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