Elevating Science Education: Igniting Learning through Mindmapping and Collaborative Strategies

Nabila Rosyida; Atika Dwi Evitasari; Siwi Utaminingtyas

doi:10.56741/ijlree.v2i03.405

Authors

Nabila Rosyida IKIP PGRI Wates
Atika Dwi Evitasari
atika.rania17@gmail.com
IKIP PGRI Wates https://orcid.org/0009-0006-3339-7368
Siwi Utaminingtyas IKIP PGRI Wates https://orcid.org/0000-0002-7229-4066

DOI:

https://doi.org/10.56741/ijlree.v2i03.405

Keywords:

Collaborative Strategies, Mindmapping, Science Education, Think Pair Share

Abstract

This study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments.

Downloads

Download data is not yet available.

Author Biographies

Nabila Rosyida, IKIP PGRI Wates

is an enthusiastic and dedicated educator in Kulon Progo, Yogyakarta, Indonesia. As a teacher, she is passionate about fostering a love for learning and empowering her students with knowledge and skills beyond the classroom. Her approach to education is student-centred, and she strives to create a supportive and engaging learning environment for her students. With a solid educational background and a commitment to professional growth, she is well-equipped to provide her students with quality education and guidance. (email: nabilarosyida184@gmail.com).

Atika Dwi Evitasari, IKIP PGRI Wates

has been a lecturer at IKIP PGRI Wates, Yogyakarta, Indonesia, since 2013. She completed her undergraduate and master's degree programs at Yogyakarta State University. Her undergraduate degree, with a major in Biology Education, was achieved in 2009, and she obtained a master's degree in Science Education in 2012. Notably, she has authored articles that have received national accreditation, with her research focusing on education and learning in elementary schools. Atika is pursuing a doctoral program in Elementary Education at Yogyakarta State University. (email: atika.rania17@gmail.com).

Siwi Utaminingtyas, IKIP PGRI Wates

is an expert in elementary education, currently serving as a member of the IKIP PGRI Wates, Indonesia. Throughout her academic career, she has contributed significantly to the field of education through his research, publications, and presentations. She has published several research articles in reputable journals. She has also been involved in various academic and professional activities, including workshops, seminars, and conferences. She is known for her dedication and commitment to the development of education. As a lecturer, she is highly respected by her colleagues and students for her teaching methods and commitment to student success. (email: siwiutami66@gmail.com).

References

Suprihatiningrum, J. (2013). Strategi Pembelajaran Teori dan Aplikasi. Yogyakarta: Ar-Ruzz Media.

Evitasari, A., D., & Setiyani, W. (2020). Model Cooperative Learning Tipe Jigsaw dalam Meningkatkan Hasil Belajar Peserta Didik pada Pembelajaran IPA Kelas V Sekolah Dasar. Jurnal Taman Cendekia, 4(2), 483-491. DOI: https://doi.org/10.30738/tc.v4i2.8672

Evitasari, A., D., & Aulia, M., S. (2022). Media Diorama dan Keaktifan Belajar Peserta Didik dalam Pembelajaran IPA. Jurnal Pendidikan Dasar, 3(1), 1-9. DOI: https://doi.org/10.30595/jrpd.v3i1.11013

Azizah, A., N. (2021). Pengaruh Penggunaan Media KIT terhadap Prestasi Belajar Peserta Didik. Jurnal Pendidikan Guru, 4(1), 13-24. DOI: https://doi.org/10.47971/mjpgmi.v4i1.309

Fathurrohman, M. (2015). Model-Model Pembelajaran Inovatif Alternatif Desain Pembelajaran yang Menyenangkan. Yogyakarta: Ar-Ruzz Media.

Hartiningrum, E., S., N., & Ula, N., S. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Index Card Match terhadap Hasil Belajar Matematika Siswa. Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 7(2), 70-86I. DOI: https://doi.org/10.24256/jpmipa.v7i2.707

Syafrudin. (2016). Kurikulum dan Pembelajaran. Jakarta: Rajawali Pers.

Sani, R., A. (2020). Panduan Praktis Penelitian Tindakan Kelas. Bandung: PT Remaja Rosdakarya

Berasa, D. (2018). Penerapan Model Pembelajaran Think Pair Share untuk Meningkatkan Hasil Belajar IPA Siswa Sekolah Dasar. Jurnal Pendidikan Sosial, Sains, dan Humaniora, 4(3), 823-832.

Ningsih, N., S. (2022). Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share untuk Meningkatkan Hasil Belajar IPA Peserta Didik pada Materi Gaya dan Gerak di Kelas IV SD. Jurnal Pendidikan MKKS, 1(1), 1-5.

Rahayuni, G., & Afriyanti, D. (2022). Peningkatan Hasil Belajar IPA Tema Berhemat Energi Melalui Model Think Pair Share. Jurnal Dikdas Bintara, 5(2), 96-105. DOI: https://doi.org/10.32585/dikdasbantara.v5i2.2479

Dewi, W., R. (2022). Meningkatkan Hasil Belajar Siswa Pada Materi Ciri-Ciri Mahluk Hidup Melalui Pembelajaran Kooperatif Tipe Think Pair Share (TPS). Jurnal Penelitian Guru FKIP Universitas Subang, 5(2), 326-338. DOI: https://doi.org/10.35569/jpg.v5i2.1475

Ismaela, C., & Ramadhani, S., P. (2021). Peningkatan Hasil Belajar IPA dengan Media Mindmapping di Sekolah Dasar. Jurnal Ilmiah Ilmu Pendidikan, 12(2), 203-216. DOI: https://doi.org/10.31932/ve.v12i2.1335

Aturrohmah, A. (2022). Pengaruh Metode Mindmapping pada Tema 5 Materi Pengelompokan Hewan terhadap Hasil Belajar Kelas V SDIT Salsabila 6 Magetan. Jurnal Ilmiah Pendidikan Dasar Volume, 7(1), 74-84. DOI: https://doi.org/10.23969/jp.v7i1.5382

Sahronih, S. (2021). Penerapan Metode Mindmapping untuk Meningkatkan Kemampuan Mengingat Siswa pada Pembelajaran IPA tentang Struktur Tumbuhan di Kelas IV SD Negeri Karanglayung. Jurnal Sains dan Ilmu Pendidikan, 2(2), 90-101. DOI: https://doi.org/10.58660/periskop.v2i2.23

Putra, K., T., H. (2021). Implementasi Model Pembelajaran Mind Map Sebagai Media Pembelajaran Untuk Meningkatkan Kemampuan dan Aktivitas Belajar IPA Siswa. Jurnal Agama dan Budaya, 5(1), 73-80.

Widyaningsih, N., L., G. (2019). Penerapan Mindmapping Berbantuan Media Gambar Untuk Meningkatkan Motivasi dan Hasil Belajar IPA. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 9(1), 2615-7438.