Mind mapping promotes the application of flipped classroom teaching model in the teaching of inorganic chemical elements compounds

The research is supported by Yancheng Teachers University Education and Teaching Reform Project (2021YCTCJGY005) Abstract The application of mind mapping combined with flipped classroom teaching model in the teaching process of inorganic chemical elements is conducive to the cultivation of comprehensive abilities of chemistry students, such as logical thinking, creative thinking and problem inquiry. Mind map is conducive to connecting the fragmented knowledge points in the flipped classroom teaching process and stimulating students' learning initiative. In class, the teacher tested the effect of students learning first through the designed mind map framework and guided students to improve the filling. Mind map helps students to construct an whole knowledge structure, promotes knowledge functionalization and programming.Using mind map as the carrier, it promotes flipped classroom teaching to achieve the goal of knowledge systematization and literacy. Key words:Flipped classroom, Mindmap, Elemental compounds, Inorganic chemistry DOI: 10.7176/JEP/13-30-15 Publication date:October 31st 202

PENERAPAN MODEL PEMBELAJARAN MIND MAPPING DAN MEDIA PEMBELAJARAN VISUAL PADA HASIL BELAJAR MATERI KEGIATAN EKONOMI KELAS X SMA NEGERI 1 LEWOLEMA TAHUN AJARAN 2023/2024

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran mind mapping dan media pembelajaran visual pada hasil belajar materi kegiatan ekonomi kelas X SMAN 1 Lewolema tahun pelajaran 2022/2023. Metode penelitian yang digunakan adalah metode penelitian tindakan kelas.  Teknik penggumpulan data di lakukan dengan  menggunakan teknik tes dan non tes. Sumber data penelitian ini adalah siswa kelas X IIS.2 yang berjumlah 16 orang yang terdiri dari 10 orang siswa perempuan dan 6 orang siswa laki laki. Peningkatan hasil belajar siswa dapat diketahui melalui peningkatan nilai pada setiap tindakan siklus. Nilai rata-rata siswa pada siklus 1 adalah 53,75%. Pada tindakan siklus II nilai siswa mengalami peningkatan menjadi 82,06% dilihat dari peresentase ketuntasan belajar. Dari 16 siswa kelas X IIS.2 SMAN 1 Lewolema, sebanyak 14 siswa mendapat nilai diatas kriteria ketuntasan minimum. Berdasarkan hasil penelitian menunjukan bahwa model pembelajaran mind mapping dan media pembelajaran visual dapat meningkatkan hasil belajar siswa pada materi kegiatan ekonomi kelas X IIS.2 SMA Negeri 1 Lewolema tahun ajaran 2022/2023. Simpulan dari penelitian ini yaitu penerapan model pembelajaran mind mapping dengan media visual dapat meningkatkan kualitas belajar pada kelas X IIS.2 SMA Negeri 1 Lewolema

PRODUCTIVE READING ACTIVITY DALAM MEMPELAJARAI SOSIOLOGI DAN LINGUISTIK

Abstrak: Productive  Reading Activity yang di desain  dalam Penelitian Tindakan Kelas Kolaborasi merupakan revolusi pembelajaran Bahasa Inggris dengan mengkombinasikan seluruh skill pembelajaran Bahasa Inggris, yakni berbicara, mendengarkan, membaca dan menulis. Hal ini merupakan menjawab danmengarahkan tantangan dunia pendidikan, agar dapat menstimul proses berfikir kritis mahasiswa melalui serangkaian proses pembelajaran berdasarkan pada Higher Thinking Order Skill (HOTS). Temuan yang dihasilkan dari penelitian ini adalah  (1) Pengurangan  ketidak efektifan membaca buku saintifik yang dilakukan oleh mahasiswa dalam proses pembelajaran, dan mengubah pemikiran mahasiswa bahwa membaca adalah kegiatan produktif, bukan receptif, (2) Stimulus yang diarahkan pada mahasiswa tidak hanya berfikir kritis tetapi juga membuat mahasisiwa lebih aktif dan kreatif, (3) Productive Reading Activity tidak hanya dapat diaplikasikan oleh dosen dalam subjek pembelajaran sosiologi tetapi seluruh cabang linguistik lainnya.Abstract: Productive Reading Activity designed in Collaborative Class Action Research is a revolution in English learning by combining all English learning skills, namely speaking, listening, reading, and writing. This is to answer and direct the challenges of education, to be able to stimulate the critical thinking process of students through a series of learning processes based on higher thinking order skills (HOTS). The findings resulting from this study are (1) Reducing the ineffectiveness of reading scientific books carried out by students in the learning process, and changing students' thinking that reading is a productive activity, not receptive, (2) Stimulus directed at students not only critical thinking but also making students more active and creative, (3) Productive Reading Activity can not only be applied by lecturers in sociology learning subjects but all other linguistic branches

The Language Relativity on Students' Essay Writing by Utilizing Mind Mapping Technique in EFL Learning

This article discusses essay writing techniques, preposition and transitional words, and terms that cannot be lexically or syntactically comprehended but can be culturally understood. The purpose of this study is to discover language relativity in students' essay paragraphs utilizing a mind mapping technique in EFL learning. The researcher employed a descriptive strategy, observing and documenting the writing process in class. The participants were distinguished by their diverse living, educational, and professional backgrounds.  These writings were descriptively assessed using appropriate literature, and observations were also undertaken to arrive at a reasonable interpretation. As a result, mind mapping with language relativity integrates meaningful students' knowledge such as history, linguistics such as preposition and transition word usage, and Indonesian cultural types and values such as Sarabi, Gempol Ice, and Rujak Cingur are Indonesian  iconic culinary to organize and structure into essay writing fluently in EFL learning

A Meta-Analysis on the Impact of Gamification over Students’ Motivation

Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research

Mind Map : Learning Model to Improve Creative Thinking Ability

Twenty-first-century skills are essential for students. The purpose of this study is to determine the influence of the use of mind-mapping learning models in improving students' creative thinking, besides that it also aims to find out the differences in the average creative thinking ability of students who use the mind-mapping learning model.   The research data that has been collected is processed using SPSS software version 24. The research hypothesis was tested using the Wilcoxon test and the Mann-Whitney U test. Based on the study's results, the application of the mind-mapping learning model impacts students' creative thinking ability. and the use of traditional learning models has no effect on students' abilities. Creative thinking of students. The average creative thinking ability of students who use the mind-mapping learning model is higher than that of traditional learning models.  Keterampilan abad 21 sangat penting bagi siswa. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model pembelajaran mind mapping dalam peningkatan berpikir kreatif siswa, selain itu juga bertujuan untuk mengetahui perbedaan rata-rata kemampuan berpikir kreatif yang dimiliki siswa yang menggunakan model pembelajaran mind mapping. Data -data penelitian yang telah dikumpulkan diolah dengan menggunakan software SPSS versi 24. Hipotesis penelitian diuji dengan menggunakan uji Wilcoxon dan uji Mann-Whitney U. Berdasarkan hasil penelitian, penerapan model pembelajaran mind mapping berdampak pada kemampuan berpikir kreatif siswa. dan penggunaan model pembelajaran tradisional tidak berpengaruh terhadap kemampuan siswa. Pemikiran kreatif siswa. Rata-rata kemampuan berpikir kreatif siswa yang menggunakan model pembelajaran mind mapping lebih tinggi dibandingkan dengan siswa yang menggunakan model pembelajaran tradisional.   &nbsp

Investigation of Multiple Recognitions Used for EFL Writing in Authentic Contexts

Recognition technologies had been prevailing and widely used for EFL learning. We investigated the different recognitions used for EFL writing based on image-to-text, translated speech-to-text, and location-to-text recognitions – ITR, TSTR, and LTR. A quasi-experiment was implemented for 12 weeks in a vocational high school with experimental and control groups in two stages. Pre-test, posttests 1 and 2, questionnaires, and interviews were conducted and analyzed. Experimental learners, who wrote writing based on ITR and TSTR, outperformed control learners who wrote that based on TSTR only. Also, the experimental learners, who wore writing based on ITR, TSTR, and LTR, outperformed the control learners who wrote that based on ITR and TSTR. Particularly, LTR was beneficial for identifying controlling ideas and addressing the writing topics. ITR was beneficial for brainstorming and generating more ideas. TSTR was beneficial for yielding and transferring writing contents into words. The multiple recognitions were beneficial for most EFL writers, especially for low-ability language writers. Most writers were interested in describing based on authentic context learning. However, they complained about the low accuracy of LTR and TSTR and the difficulty of ITR texts when writing. Accordingly, the LTR database with various categories of places, the generation of ITR based on the language abilities of learners, and the higher accuracy of TSTR should be strictly considered when applying multiple recognitions for EFL writing

PENGEMBANGAN MEDIA PEMBELAJARAN DIGLIT UNTUK KETERAMPILAN MENULIS ESAI BAHASA INGGRIS BERBASIS KASUS

Menulis esai dalam Bahasa Inggris merupakan keterampilan yang dibutuhkan terutama oleh lulusan Program Studi Pendidikan Bahasa Inggris. Tetapi, tidak sedikit mahasiswa yang masih memiliki kesulitan dalam mengembangkan kemampuan menulisnya. Oleh karenanya, dikembangkanlah sebuah media pembelajaran yang dapat membantu mahasiswa menulis. Keistimewaan dari media pembelajaran adalah kemudahan untuk berkomunikasi dan berinteraksi. Selain media pembelajaran yang efektif, sebuah model pembelajaran yang tepat juga diperlukan agar pembelajaran dapat dilaksanakan dengan baik dan menghasilkan output yang sesuai dengan target yang harus dicapai. Tujuan dari penelitian ini adalah untuk mengembangkan sebuah media pembelajaran yang dapat membantu mahasiswa dalam membuat sebuah tulisan esai serta merangkaikannya dengan sebuah model pembelajaran yang inovatif. Penelitian ini dilaksanakan pada bulan Desember 2020 – Desember 2021. Media yang dirangkaikan dengan model pembelajaran inovatif ini diujicoba pada mahasiswa semester empat di sebuah program studi di salah satu universitas di kota Bogor, Jawa Barat. Penelitian ini merupakan penelitian pengembangan menggunakan model ASSURE. Media yang dikembangkan adalah Diglit yang namanya diambil dari akronim digital literacy. Dinamai demikian karena tahapan yang terdapat pada media tersebut sesuai dengan definisi literasi digital yang meliputi: mengakses, memahami, mengelola, berkomunikasi, mengevaluasi, membuat, membaca kembali sedangkan model pembelajaran yang digunakan adalah pembelajaran berbasis kasus. Hasil penelitian menunjukkan bahwa media Diglit yang digunakan dengan model pembelajaran berbasis kasus terbukti layak dan efektif secara dalam meningkatkan kualitas tulisan esai Bahasa Inggris mahasiswa. Even though essay writing is a required skill, especially for graduates of the English Education Study Program, not a few students still have difficulties in developing their writing skills. Therefore, learning media that can help students write is developed. To optimize the result, the learning media is integrated with a learning model. The specialty of media is the ease of communication and interaction. The purpose of this research is to develop learning media that can help students in writing essays. This research was conducted from December 2020 – December 2021. The media was tested on the fourth-semester students in a study program at a university in Bogor, West Java, Indonesia. This is a research and development using ASSURE model. The media developed is Diglit whose name is taken from the acronym of digital literacy. It is named so because the stages contained are in accordance with the definition of digital literacy which includes: accessing, understanding, managing, communicating, evaluating, creating, and proofreading. The results shows that Diglit is proven to be feasible and effective in improving the quality of the students’ English essay writing

Critical thinking skills toward YouTube resources in students' argumentative texts

This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school