From fragmentation to Integration: Mind mapping as a therapeutic tool in DID

2006 ◽  
Author(s):  
Sandy Seta-Smith
Keyword(s):  
Therapeutic Tool ◽  
Mind Mapping

The effects of mind mapping activities on undergraduate students' motivation

2011 ◽  
Author(s):  
Brett D. Jones ◽  
Chloe Ruff ◽  
Britta Petrich ◽  
Jennifer Snyder ◽  
Chelsea Koonce
Keyword(s):  
Undergraduate Students ◽  
Mind Mapping

Upaya meningkatkan hasil belajar IPA pada materi struktur dan fungsi jaringan tumbuhan melalui penerapan model pembelajaran mind mapping Siswa kelas VIII MTsN 2 Aceh Besar

2020 ◽  
Vol 1 (3) ◽  
pp. 299-306
Author(s):  
Nurdahri Nurdahri
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Male Students ◽  
Observation Data ◽  
Mind Mapping ◽  
Planning Cycle ◽  
Class Viii ◽  
And Function ◽  
The Mind ◽  
Academic Year

he purpose of this study was to improve science learning outcomes on the structure and function of plant networks in class VIII students of MTsN 2 Aceh Besar in the 2017/2018 academic year. The learning model used in this study is the Mind Mapping Learning Model. The subjects of this study were students of class VIII MTsN 2 Aceh Besar with a total of 33 students consisting of 13 male students and 20 fe-male students. This research was conducted in the 2017/2018 Academic Year within a period of 3 months, namely from August 2017 to October 2017 in Odd Semester. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observing and reflecting. The research procedure con-sisted of pre-research, planning cycle one, implementing action cycle one, observing cycle one, reflect-ing cycle one, planning cycle two, implementing action cycle two, observing cycle two and reflecting cycle two. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by look-ing at the activeness of teachers and students during the learning process. The learning outcome data were analyzed by means of percentage statistics, while the observation data were analyzed by means of a Likert scale. The results showed that there was an increase in the completeness of student learning outcomes from 39.39% in the pre-cycle increased to 60.60% in Cycle I and increased to 87.87% in Cy-cle II. Observation of teacher activity during PBM has increased from a total score of 88 good categories in Cycle I, increasing to a total score of 93 good categories in Cycle II. The application of the Mind Mapping learning model can improve science learning outcomes on the structure and function of plant tissue for class VIII students of MTsN 2 Aceh Besar for the 2017/2018 academic year.

PENGGUNAAN RINFOCAL SEBAGAI APLIKASI PENGINGAT (REMINDER) KEGIATAN AKADEMIK PADA PERGURUAN TINGGI

CCIT Journal ◽  
2015 ◽  
Vol 9 (1) ◽  
pp. 13-26
Author(s):  
Indri Handayani ◽  
Qurotul Aini ◽  
Yessy Oktavyanti
Keyword(s):  
Daily Life ◽  
Human Life ◽  
The Other ◽  
Digital Form ◽  
Mind Mapping ◽  
Literature Reviews ◽  
Schedule Time

      Progress of technology and its developed is going so rapidly nowadays and it provide big affect on human life, some of them were education and daily life. Due to its development we also know the other form of calendar which is in digital form that we usually found in gadgets such as handphone or tablets and surely it is portable. Rinfo which is an email supporting facilities for the needs of Raharja College may help Pribadi Raharja in coordination and communication about task and/or event. Rinfo has some applications that integrated with Rinfo itself, such as RinfoGroup, RinfoSites, RinfoDocs, RinfoDrive, RinfoH and RinfoCal. RinfoCal is an calendar application that can be use as schedule time reminder application and it will send any reminder not only to one person but some or couple persons. RinfoCal may sent an pop-up notification or email notification. This paper will discuss about what is RinfoCal, how to use it, what’s the purpose of using RinfoCal, benefit of RinfoCal and so on. But, instead of its benefit, there are also some shortages including many people who using Rinfo doesn’t get the benefit of RinfoCal because they just pretending that RinfoCal is just an usual calendar.  This paper also present six problems from conventional reminder that will solved by RinfoCal fews are just doing reminders only once at a time or just remembering only one person, a mind mapping to simplify the analyze of problem and make the best solution, eight literature reviews that had been done to help analyzing problems of research. 

PERBEDAAN HASIL BELAJAR SISWA LAKI-LAKI DENGAN SISWA PEREMPUAN KELAS VII MENGGUNAKAN PEMBELAJARAN KOOPERATIF MODEL MIND MAPPING PADA POKOK BAHASAN KLASIFIKASI MAKHLUK HIDUP DI SMP IT NURUL MUHAJIRIN BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Rahmi Rahmi ◽  
Fenny Agustina ◽  
Farianti Farianti
Keyword(s):  
Mind Mapping

Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan hasil belajar antara siswa laki-laki dengan siswa perempuan dengan menggunakan pembelajaran kooperatif model mind mapping di kelas VII di SMP IT Nurul Muhajirin Data penelitian yang diperoleh adalah hasil belajar siswa laki-laki dan siswa perempuan pada kelas VII yang mengikuti proses pembelajaran dengan pokok bahasan klasifikasi makhluk hidup. Penelitian ini termasuk jenis eksperimen. Adapun yang menjadi variabel bebas adalah penerapan pada pembelajaran kooperatif model mind mapping (X) sedangkan variabel terikat adalah hasil belajar pada siswa laki-laki (Y1) dan siswa perempuan (Y2). Data penelitian diambil dengan menggunakan tes hasil belajar akhir dari pembelajaran berupa tes pilihan ganda. Hasil penelitian diperoleh rata-rata hasil belajar siswa laki-laki 76 dan siswa perempuan 81,57. Uji analisis prasyarat yang dilakukan berupa uji normalitas data dengan menggunakan chi kuadrat dengan harga chi kuadrat hitung untuk siswa laki-laki sebesar 9,9 sedangkan chi kuadrat siswa perempuan sebesar 9,35 sedangkan chi kuadrat tabel untuk keduanya adalah 11,070 (Chi kuadrat hitung < harga chi kuadrat tabel)  dengan data normal dan uji homogenitas populasi menggunakan uji F dengan nilai F hitung 1,053 sedangkan F tabel 1,84 dengan data yang homogen. Setelah dilakukan uji t terhadap hasil belajar di dapat thitung = 3,723 dan ttabel =2,02pada taraf nyata 0,05. Dari perhitungan nilai thitung > ttabel  berarti kedua kelas sampel memiliki perbedaan yang signifikan, sehingga H0 ditolak dan  Ha diterima. Dapat disimpulkan bahwa hasil belajar siswa perempuan lebih baik dari hasil belajar siswa laki-laki pada  kelas VII menggunakan pembelajaran kooperatif model mind mapping. Kata Kunci : Mind Mapping, Hasil belajar siswa laki-laki dan siswa perempuan.

UPAYA PENINGKATAN HASIL BELAJAR IPS MELALUI APLIKASI MODEL BELAJAR MIND MAPPING

2013 ◽  
Vol 14 (2) ◽  
pp. 88-96
Author(s):  
Sumarno Sumarno
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Fifth Grade ◽  
Average Score ◽  
Learning Material ◽  
School Teachers ◽  
Mind Mapping

The scope of learning material for social sciences (IPS) at Elementary School is very wide, while the time available is very limited. This has been an obstacle for elementary school teachers in achieving the learning objectives. This study aimed to determine whether the application of Mind Mapping learning model on the activities of students learning and the mastery of students learning of IPS. This action research was conducted with three cycles involving 30 students of the fifth grade of elementary school in Kabupaten Kudus. The findings were analyzed using the descriptive qualitative study. The data were collected by using a questionnaires, observation sheets, pretest, and posttest. The results showed that the Learning Model of Mind Mapping can improve the students activity. This indicated an increase in the average score of the class activity to 48.2% in the first cycle, to 56.1% in the second cycle, and to 62.2% in cycle III. The average of the student learning outcomes for IPS also increased from 64 in the first cycle, to 67 in the second cycle, and to 75 in cycles III.   Materi IPS di Sekolah Dasar memiliki cakupan materi yang sangat luas, sedangkan waktu yang tersedia sangat terbatas. Hal ini menjadi kendala bagi guru-guru Sekolah Dasar dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengetahui apakah dengan penerapan model pembelajaran Mind Mapping dapat meningkatkan aktifitas siswa dalam belajar. Penelitian tindakan kelas yang terdiri atas 3 siklus dan sampelnya adalah siswa kelas V SD Kabupaten Kudus yang berjumlah 30 siswa. Hasil penelitian dianalisa secara deskriptif kualitatif. Pengambilan data dilakukan dengan cara menggunakan angket, lembar observasi, pre-tes dan posttes. Hasil penelitian menunjukkan bahwa Model Pembelajaran Mind Mapping dapat meningkatkan aktifitas siswa. Hal ini ditunjukkan dengan adanya peningkatan skor rata-rata aktifitas kelas yaitu dari 48,2% pada siklus I, 56,1% pada siklus II, dan 62,2% pada siklus yang ke III. Rata-rata hasil belajar siswa untuk mata pelajaran IPS juga meningkat dari 64 pada siklus I, menjadi 67 pada siklus II, dan 75 pada siklus ke III.

Peningkatan Kemandirian Belajar dan Hasil Belajar Siswa Dalam Pembelajaran IPS Dengan Menggunakan Metode Mind Mapping di Kelas V SD Swasta Setia Budi Abadi Perbaungan

TABULARASA ◽  
2015 ◽  
Vol 12 (3) ◽  
Author(s):  
Risma Hartati ◽  
Anita Yus
Keyword(s):  
Mind Mapping

Penelitian ini bertujuan untuk mengetahui Peningkatan Kemandirian Belajar dan Hasil Belajar Siswa Dalam Pembelajaran IPS dengan menggunakan metode Mind Mapping di Kelas V SD Swasta Setia Budi Abadi Perbaungan.  Subyek penelitian adalah seluruh siswa kelas V  SD Swasta Setia Budi Perbaungan Tahun Pembelajaran 2011/2012 yang berjumlah 32 orang. Jenis penelitian yang digunakan adalah penelitian tindakan kelas.  Data dikumpulkan dengan menggunakan observasi dan tes.  Data dianalisis dengan menggunakan metode deskriptif. Hasil análisis menunjukkan bahwa penggunaan metode mind mapping dapat meningkatkan kemandirian dan hasil belajar materi pelajaran IPS siswa kelas V SD.  Penggunaan metode mind mapping pada siklus I menghasilkan kemandirian belajar siswa meningkat dengan nilai rata-rata 66,28 atau meningkat 22,11% dan sebanyak 15 siswa (46,88%) memiliki kemandirian belajar yang baik.  Penelitian dilanjutkan ke siklus II dengan perbaikan tindakan, terjadi peningkatan kemandirian belajar siswa dengan skor rata-rata 74,50 atau meningkat 12,40%  dan sebanyak 28 siswa (87,50%) mampu belajar mandiri.  Ini menunjukkan bahwa penerapan metode mind mapping meningkatkan kemandirian dan hasil belajar siswa pada mata pelajaran IPS dengan materi Perjuangan Mempertahankan  Kemerdekaan  sebesar 37,25%.

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

Sign in / Sign up

Export Citation Format

Share Document