The effect of mind mapping assignment on creative thinking skills and biology concepts mastery in Senior High School
DOI:
10.29303/jpm.v18i6.5668Published:
2023-11-28Issue:
Vol. 18 No. 6 (2023): November 2023Keywords:
Mind Mapping, Creative Thinking Skills, Concepts MasteryArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to ascertain how grade XI students at SMAN 8 Mataram's mind mapping assignment affects their capacity for original thought and their grasp of biological ideas. On samples chosen by random sampling, this study employed a pretest-posttest control group design and a quasi-experiment. While written assessments in multiple-choice questions were used to get information on topic mastery, mind-mapping assignments were used to gather information on students' creative thinking abilities. The findings demonstrated that mind-mapping exercises significantly impacted students' comprehension of biological topics and enhanced their capacity for creative thought, moving them from less creative to highly creative criteria. Pearson correlation test results showed a positive relationship between creative thinking skills and students' mastery of biological concepts in the medium correlation category. Mind mapping assignment has a positive influence in improving creative thinking skills and mastery of biological concepts of high school students, where students become more creative by simply connecting their prior knowledge with subsequent knowledge.
References
Situmorang, S. M. S., Rustaman, N. Y., & Purwianingsih, W. (2020). Identifikasi kreativitas siswa SMA dalam pembelajaran levels of inquiry pada materi sistem pernapasan melalui asesmen kinerja. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 4(1), 35–43.
Rosnaeni. (2021). Karakteristik dan asesmen pembelajaran abad 21. Jurnal Basicedu, 5(5), 4334–4339.
Sukarso, AA., Ari, W., Diana, R., & Widi, P. (2021). Gender response on
laboratory activity based on creative research project on biology creative
thinking skills of high school student. Journal Pijar MIPA, 16(5), 569–575.
Siswono, T. (2011). Upaya meningkatkan kemampuan berpikir kreatif siswa
melalui pengajuan masalah. Jurnal Pendidikan Matematika Dan Sains, 1, 1–
Saefudin, A. A., (2012). Pengembangan kemampuan berpikir kreatif siswa dalam pembelajaran matematika dengan pendekatan pendidikan matematika realistik indonesia (PMRI). Al-Bidayah, 4(1), 37–48.
Juleha, S., Khuzaemah, E., & Cahyani, D. (2014). Penerapan strategi belajar MURDER untuk meningkatkan penguasaan konsep siswa pada pembelajaran biologi kelas VIII MTs Al-Ikhlas Setupatok Cirebon. Scientiae Educatia, 3(2), 95–109.
Martini, E. (2018). Membangun karakter generasi muda melalui model pembelajaran berbasis kecakapan abad 21. Jurnal Pancasila Dan Kewarganegaraan, 3(2), 21–27.
Yuliani, A., Dharmono, Naparin, A., & Zaini, M. (2018). Creative thinking ability of biology education student's in problem solving of plant ecology. BIOEDUKASI: Jurnal Pendidikan Biologi, 11(1), 29–34.
Idris, T., Sriyati, S., & Rahmat, A. (2014). Pengaruh asesmen portofolio terhadap habits of mind dan penguasaan konsep biologi siswa kelas XI. Jurnal Pendidikan Biologi, 6(1), 63–67.
Ihsani, N., Idrus, A. Al, & Jamaludin, J. (2020). Perangkat pembelajaran biologi berbasis masalah terintegrasi nilai-nilai islami untuk meningkatkan penguasaan konsep peserta didik. Jurnal Pijar Mipa, 15(2), 103–109.
Retnowati, T. (2018). Penerapan model pembelajaran tipe mind mapping untuk Meningkatan Hasil Belajar peserta didik pada mata pelajaran biologi tentang sistem regulasi di kelas XI IPA Negeri 5 Bogor. Educate : Jurnal Teknologi Pendidikan, 3(1), 1.
Widyasari, L. A., Pratama, S., & Prayitno, B. A. (2013). Pembelajaran biologi menggunakan model accelerated learning melalui concept mapping dan mind mapping ditinjau dari kreativitas dan kemampuan verbal siswa. INKUIRI: Jurnal Pendidikan IPA, 2(03), 247–254.
Arikunto, S. (2017). Pengembangan instrumen penelitian dan penilaian program. Yogyakarta: Pustaka Belajar
Sumarni, W., Wijayanti, N., & Supanti, S. (2019). Kemampuan kognitif dan berpikir kreatif melalui pembelajaran berbasis priyek berpendekatan STEM. Jurnal Pembelajaran Kimia (JPEK), 4(1), 18-30.
Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals, handbook I cognitive domain.
Widura, S. (2008). Mind map langkah demi langkah. Jakart: Gramedia.
Afianingsih, A. (2017). Hubungan kemampuan berpikir kreatif dalam model mind mapping dengan kemampuan menyimpulkan materi pelajaran sejarah. UNIVERSITAS LAMPUNG.
Zuwariyah, S., & Irawan, E. (2021). Efektivitas model discovery learning berbantuan mind mapping dalam meningkatkan kemampuan berpikir logis pada materi perubahan iklim. Jurnal Tadris IPA Indonesia, 1(1), 68–72.
Jones, Brett D., et al. The effects of mind mapping activities on students' motivation. International Journal for the Scholarship of Teaching and Learning 6.1 (2012), 1-21.
Torrance, E. (1977). Structure of the torrance tests of creative thinking.
Journal Educational and Psychological Measurement, 48(2), 463–468.
Widia, W., Sarnita, F., Fathurrahmaniah, F., & Atmaja, J. P. (2020). Penggunaan strategi mind mapping untuk meningkatkan penguasaan konsep siswa. Jurnal Ilmiah Mandala Education, 6(2), 467–473.
DePorter, B., & Hernacki, M. 2015. Quantum learning. Bandung: Kaifa.
Blegur, J., & Tlonaen, Z. (2017). Keterampilan berpikir kreatif dan hubungannya dengan hasil belajar peserta didik. Jurnal Kejora, 2(1), 60–67.
Puspitasari, D. R., Yuliati, L., & Kusairi, S. (2017). Keterkaitan antara pola keterampilan berpikir dengan penguasaan konsep siswa pada pembelajaran strategi metakognisi berbantuan thinking map. Indonesian Journal of Applied Physics, 4(02), 142.
Kuspriyanto, B. & Siagian, S. (2013). Strategi pembelajaran dan kemampuan berpikir kreatif terhadap hasil belajar fisika. Jurnal Teknologi Pendidikan, 6(6), 134-140.
Author Biographies
Annisyah Azizurahmah, Program Studi Pendidikan Biologi, FKIP, Universitas Mataram
AA Sukarso, Biology Education Study Program, FKIP, University of Mataram
Kusmiyati Kusmiyati, Biology Education Study Program, FKIP, University of Mataram
Sri Handayani, Biology Education Study Program, FKIP, University of Mataram
License
Copyright (c) 2023 Annisyah Azizurahmah, AA Sukarso, Kusmiyati Kusmiyati, Sri Handayani
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
