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Mind Mapping-Enhanced Reading Comprehension to Indonesia Islamic Junior High School Students: An Action Research
Abstract
This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement.
... The graphic organizers used in Social Studies, however, facilitate the learning of seventh-grade students (Dönmez et al., 2007). For instance, it is stated that use of mind maps as graphic organizers improves reading comprehension of students (Nopita et al., 2021). ...
It is aimed to examine the relationships among seventh-graders’ achievement goal orientations and learning strategies and achievement in Social Studies. In this quantitative study with a correlational design, the data were collected from 440 seventh-grade students studying in nine public middle schools selected by convenience sampling. As data collection tools, Learning Strategies for Social Studies Scale (Didin & Kasapoğlu, 2017), Social Studies-Oriented Achievement Goals Scale (Gezer & Şahin, 2016) and Personal Information Form were used. Seventh-graders’ achievement in Social Studies was determined based on end-of-term grades. The data were analyzed by descriptive and inferential statistics. The results of the hierarchical regression analysis depicted that seventh-graders’ learning strategies for Social Studies positively predicted their achievement in Social Studies, after controlling for gender. After adjustment for both their gender and learning strategies for Social Studies, the task-approach as one of the Social Studies-oriented achievement goals positively predicted their achievement in Social Studies.
This study aimed to measure the contribution of summarizing and questioning in the Reading-Questioning-Answering (RQA) learning model integrated with mind mapping on the genetic learning outcomes. This study was a correlational research and has been analyzed using multiple regressions. Mind mapping, summarizing, and questioning were positioned as predictors, and genetic learning outcomes were positioned as a criterion. The research sample comprised 33 students. There was a strong correlation (97.4%) between mind mapping, summarizing, and questioning with the learning outcomes. The value of the relative contribution of each predictor (questioning, mind mapping, and summarizing) was 58.74%, 39.76%, and 1.50%, respectively. The value of the effective contribution ofquestioning, mind mapping, and summarizing was 57.21%, 38.73%, and 1.46% respectively. Thus, the contribution of questioning was higher than that of mind mapping and summarizing on the genetic learning outcomes. Future studies need to be conducted in order to confirm these research results.
This research aims to know whether the mindmapping technique is more effective than the modeling technique in teaching writing, whether the writing skill of the students having high Intelligence Quotient (IQ) is better than that of those having low IQ in learning English, and whether there is an interaction between teaching techniques and students IQ in teaching writing. The research was carried out at SMPN 1 Prambon Nganjuk East Java using experimental method. The subject of the research was each 36 students of the seventh grade 9 and the seventh grade 8. The experimental class used mind-mapping technique and the control class used modeling technique. The data was analyzed by the data using ANOVA or analysis of variance and Tukey test. The findings revealed that: (1) the mind-mapping technique was effectivein improving students’ writing skill (2) the writing skill of the students having high IQ is better than that of those having low IQ; and (3) there is an interaction between teaching techniques and students’ IQ. Therefore mind-mapping technique is an effective technique to improve the students’ writing skill. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3089
Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils to summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on the spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed, can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.
We examined how students" motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open-and closed-ended items. Although the three activities had similar effects on students" motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided.
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