Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Astriani, Dyah; Susilo, Herawati; Suwono, Hadi; Lukiati, Betty; Purnomo, Agus

doi:10.3991/ijet.v15i06.12657

Cited by 53 publications

(49 citation statements)

References 40 publications

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“…Students design virtual mind maps in working on projects shared online using mobile devices. Previous studies that support this opinion are [10] - [12], [16], [17], [19].…”

Section: Literature Reviewmentioning

confidence: 80%

“…Adaptation of learning strategies for mastering concepts online can use mind maps. Some related research discusses mind maps, such as mind mapping in the learning models [10], e-learning in mind maps of the Czech and Kazakhstan universities [11], and the use of virtual mind mapping [12]. The effectiveness of mind maps in education can be seen in [13]- [19].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Wahyuningsih

Qohar

Satyananda

et al. 2021

Int. J. Interact. Mob. Technol.

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The COVID-19 pandemic led to the implementation of the Work From Home<strong> </strong>(WFH) policy. The impact of this policy is to replace the process of teaching and learning activities by using an online learning system. In this industrial era 4.0, the integration of web applications is very much needed in problem-solving learning. One that can be used to integrate web applications in learning through project-based learning. The focus of this research is to study the effects of online project-based learning applications on mathematics students' visual thinking continuum. Instruments used in the form of rubric virtual mind maps, audio-visual and virtual posters are used to observe students' visual thinking continuum. The instrument was analyzed with the Rasch measurement model software named WINSTEPS. This study used one group pretest-posttest design to see the effect of integrating web applications in learning through project-based learning analyzed using SPSS. The results of instrument analysis for rubric virtual mind maps, audio-visual products, and virtual posters on measure person obtained good person reliability, MNSQ infit, and MNSQ OUTFIT the average rating is very good. For the ZSTD infit and the ZSTD outfit, the average value is close to 0.0 so that the quality of the person's reliability is good. The results of the conformity quality of the items with the model studied from the fit order items obtained the value of Outfit mean square (MNSQ), Outfit Z-standard (ZSTD), and the value of Point Measure Correlation (Pt Mean Corr) for the three instruments met good criteria. The results of the analysis of paired samples test from 54 respondents obtained p <0.05 so that the base learning project has the effect of increasing students' visual thinking continuum. Implementation of online project-based learning in mathematics learning is an alternative that can be used to improve students' creative problem-solving skills in online learning

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“…Students design virtual mind maps in working on projects shared online using mobile devices. Previous studies that support this opinion are [10] - [12], [16], [17], [19].…”

Section: Literature Reviewmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Wahyuningsih

Qohar

Satyananda

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…Considering the reported effects of dialogic education in general (see e.g. [13]), and the reported positive learning outcomes for students of, for instance, implemented metacognitive strategies [29,30], the reported positive effects are not very surprising, but map in several respects well to certain needs of persons with ABIs and aphasia.…”

Section: Philosophical Dialogues In Educationmentioning

confidence: 99%

Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia

Backman

Gardelli

Parnes

2021

Int. J. Emerg. Technol. Learn.

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Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. While rare, a small strand of research indicates effectiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons with aphasia and other communication disorders, (ii) based on computer game technology as well as on theory in dialogic education and argumentation theory, and (iii) designed for mobile devices with larger screens.

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“…A boundary object is a tool, artifact, or scaffold to mediate discussion and negotiation between two or more different views [1] and could be realized in any form of tangible objects. Elaborating concept maps into learning activities helped students depict and explore their understanding [2], and improve their learning achievement [3][4][5]. Their interaction performance could improve if the activities were supported by a computer-supported concept mapping tool [6].…”

Section: Introductionmentioning

confidence: 99%

Semi-Automatic Concept Map Generation Approach of Web-Based Kit-Build Concept Map Authoring Tool

Pinandito

Prasetya

Hayashi

et al. 2021

Int. J. Interact. Mob. Technol.

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Apart from contributing to students’ learning outcomes, learning activities with digital concept maps were useful, fun, and engaging. Kit-Build concept map is a learning framework that incorporated concept map recomposition as its essential activity. It has been used to learn English as a Foreign Language (EFL) reading comprehension. Students learn through recomposing digital concept maps from a set of teacher’s concept map components; hence, the teacher’s concept map is essential in Kit-Build. A teacher’s concept map should reflect the learning context and strategy, the teacher’s purpose and intention, students’ understanding level, and focus questions. However, automatic-generated concept maps with Concept Map Mining (CMM) can only produce general concept maps that are not fit and difficult to correspond to said reasons. As teacher’s concept maps are essential in learning with Kit-Build, improving teachers’ productivity in composing concept maps of a particular learning material becomes necessary. This study proposed a semi-automatic concept map generation approach of EFL reading comprehension texts with CMM to assist teachers composed their concept maps. The proposed concept map generation approach was integrated into the current Kit-Build concept map authoring tool as an authoring support feature. The accuracy of the support feature in generating concept map components is presented in this research. The result suggested that the proposed authoring support tool is better used to refine a concept map.

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Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Cited by 53 publications

References 40 publications

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

The Effect of Online Project-Based Learning Application on Mathematics Students' Visual Thinking Continuum in Covid-19 Pandemic

Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia

Semi-Automatic Concept Map Generation Approach of Web-Based Kit-Build Concept Map Authoring Tool

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