Mind mapping with problem-posing: Can it affect student’s problem-solving skills in Schoology-based learning?
DOI:
https://doi.org/10.22219/jpbi.v8i1.18565Keywords:
Mind mapping, Problem-posing, Problem-solving skills, Schoology-based learningAbstract
Problem-solving skills are essential to help students in expressing their ideas. However, problem posing is a method that can empower problem-solving skills. This study aims to determine the effectiveness of mind mapping assisted with a problem-posing method in online Schoology-based learning. This experimental research used the posttest-only control group. The subject of this study were students of the Department of Biology Education, 2020/2021 academic year, Universitas Sembilanbelas November Kolaka. The sample was divided into an experimental class and a control class. The research instrument was post-test questions that were made based on the indicators of problem-solving skills. The result showed that the experimental class has the highest score on each indicator of problem-solving skills. In addition, the hypothesis testing result with a significance p-value was 0.025 (<0.05). It can be concluded that there is a significant difference between the experimental class and the control class. The average value of problem-solving skills in the experimental class is also higher than in the control class. These results indicated that the mind mapping assisted with a problem-posing method in online Schoology-based learning is effective in improving students' problem-solving skills.
Downloads
References
Afgani, M. W., Saputro, B. A., & Darmayasa, J. B. (2016). Pembelajaran matematika menggunakan pendekat-an problem posing berbasis komputer pada siswa SMA kelas X. Infinity: Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, 5(1), 32–41. https://doi.org/10.22460/INFINITY.V5I1.P32-41
Akben, N. (2020). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, 50(3), 1143–1165. https://doi.org/10.1007/S11165-018-9726-7
Amanso, E. O. I., & Bassey, B. A. (2017). Assessment of selected science process skills acquisition among senior secondary schools students in Calabar education zone of cross river, Nigeria. International Journal of Scientific Research in Education, 10(1), 119–126. www.ijsre.com/assets/vol.%2C-10(1)-amanso---bassey.pdf
Anggraeni, D., Zahra, L. A., & Shoheh, R. A. (2020). Pembelajaran blended learning berbasis schoology pada mata kuliah Pendidikan Agama Islam. TARBAWY : Indonesian Journal of Islamic Education, 7(1), 56–69. https://doi.org/10.17509/T.V7I1.21735
Bernard, M., Nurmala, N., Mariam, S., & Rustyani, N. (2018). Analisis kemampuan pemecahan masalah matematis siswa SMP kelas IX pada materi bangun datar. SJME (Supremum Journal of Mathematics Education), 2(2), 77–83. https://doi.org/10.35706/SJME.V2I2.1317
Budhiman, A., Ellianawati, E., & Wahyuni, S. (2021). Implementation of science virtual class based schoology to improve students’ critical thinking skill. Journal of Innovative Science Education, 10(2), 209–215. https://doi.org/10.15294/JISE.V9I3.43533
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10. 1080/02619768.2020.1821184
Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441–451. https://doi.org/10.1016/j.learninstruc.2010. 06.004
Dong, Y., Zhu, S., & Li, W. (2021). Promoting sustainable creativity: An empirical study on the application of mind mapping tools in graphic design education. Sustainability 2021, Vol. 13, Page 5373, 13(10), 5373. https://doi.org/10.3390/SU13105373
Dwivedi, Y. K., Hughes, D. L., Coombs, C., Constantiou, I., Duan, Y., Edwards, J. S., Gupta, B., Lal, B., Misra, S., Prashant, P., Raman, R., Rana, N. P., Sharma, S. K., & Upadhyay, N. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management, 55, 102211. https://doi.org/10.1016/J.IJINFOMGT. 2020.102211
Fuadi, I., Minarni, A., & Banjarnahor, H. (2017). Analysis of students ’ mathematical problem solving ability in IX grade at junior high school Ar-Rahman Percut. International Journal of Novel Research in Education and Learning, 4(2), 153–159. https://www.noveltyjournals.com/issue/IJNREL/Issue-2-March-2017-April-2017
Gagné, R. (2010). The conditions of learning and theory of instruction. 9(3), 5–9. https://books.google.com /books/about/The_Conditions_of_Learning_and_Theory_of.html?id=c1MmAQAAIAAJ
Hariyadi, S., Corebima, A. D., Zubaidah, S., & Ibrohim. (2018). Contribution of mind mapping, summarizing, and questioning in the RQA learning model to genetic learning outcomes. Journal of Turkish Science Education (TUSED), 15(1), 80–88. https://doi.org/10.12973/tused.10222a
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a
Israel, C., Zipp, G. P., D’ Abundo, M. L., & Deluca, D. (2021). Qualitative analysis of the use of mind mapping in physician assistant students. International Journal of Learning and Teaching, 73–81. https://doi.org/ 10.18178/IJLT.7.2.73-81
Iswara, E., & Sundayana, R. (2021). Penerapan model pembelajaran problem posing dan direct instruction dalam meningkatkan kemampuan pemecahan masalah matematis siswa . Plusminus: Jurnal Pendidikan Matematika, 1(2). https://journal.institutpendidikan.ac.id/index.php/plusminus/article/view/ pv1n2_03
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi.org/10.1080/02619768.2020.1820480
Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., Caldwell, C., Capraro, M. M., & Capraro, R. M. (2019). The effects of problem-posing intervention types on elementary students’ problem-solving. Educational Studies, 45(6), 708–725. https://doi.org/10.1080/03055698.2018.1509785
Kusuma, M. D., Rosidin, U., Abdurrahman, & Suyatna, A. (2017). The development of higher order thinking skill (HOTS) instrument assessment in physics study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 26–32. https://doi.org/10.9790/7388-0701052632
Lambert, A. (2019). Developing skills through creative problem-solving. Childhood Education, 95(4), 24–29. https://doi.org/10.1080/00094056.2019.1638709
Lestari, W., Denny Pratama, L., Matematika, T., & Ilmu Keislaman Zainul Hasan, I. (2019). Metacognitive skills in mathematics problem solving. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 6(3), 286–295. https://doi.org/10.26858/JDS.V6I3.8537
Mahendra, R., Slamet, I., & Budiyono. (2017). Problem posing with realistic mathematics education approach in geometry learning. Journal of Physics: Conference Series, 895(1), 012046. https://doi.org/10.1088/ 1742-6596/895/1/012046
Ngaeni, E. N., Abdul, D., & Saefudin, A. (2017). Menciptakan pembelajaran matematika yang efektif dalam pemecahan masalah matematika dengan model pembelajaran problem posing. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 264–274. https://doi.org/10.24127/AJPM.V6I2.896
Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279. https://doi.org/10.1016/j.tsc.2013.07.006
Priemer, B., Eilerts, K., Filler, A., Pinkwart, N., Rösken-Winter, B., Tiemann, R., & Zu Belzen, A. U. (2020). A framework to foster problem-solving in STEM and computing education. Research in Science & Technological Education, 38(1), 1–26. https://doi.org/10.1080/02635143.2019.1600490
Purwaningsih, D. (2017). Pengaruh metode mind mapping dan keterampilan proses terhadap kemampuan pemecahan masalah matematis mata kuliah struktur aljabar. AKSIOMA : Jurnal Matematika dan Pendidikan Matematika, 8(1), 1–8. https://doi.org/10.26877/AKS.V8I1.1507
Rasmianti, I., Raga, G., Agustiana, I. G. A. T., Pgsd, J., & Paud, J. P. (2013). Pengaruh metode pembelajaran problem posing terhadap kemampuan pemecahan masalah matematika siswa Kelas IV SD Gugus VI Kecamatan Banjar. MIMBAR PGSD Undiksha, 1(1). https://doi.org/10.23887/JJPGSD. V1I1.1370
Rinenggo, A., & Murdiono, M. (2020). Utilization of schoology for the development of ppkn teaching materials based on e-learning. 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019), 14–19. https://doi.org/10.2991/assehr.k.200130.004
Ristiasari, T., Priyono, B., Sukaesih, S., & Biologi, J. (2012). Model pembelajaran problem solving dengan mind mapping terhadap kemampuan berpikir kritis siswa. Journal of Biology Education, 1(3), 50229. https://doi.org/10.15294/JBE.V1I3.1498
Ruhalahti, S., Korhonen, A. M., & Rasi, P. (2017). Authentic, dialogical knowledge construction: A blended and mobile teacher education programme. Educational Research, 59(4), 373–390. https://doi.org/10. 1080/00131881.2017.1369858
Salomon, G., & Perkins, D. N. (1998). Chapter 1: Individual and social aspects of learning. Review of Research in Education, 23(1), 1–24. https://doi.org/10.3102/0091732X023001001
Septian, A., & Aulia, R. (2021). Peningkatan kemampuan pemecahan masalah matematis siswa melalui pendekatan problem posing dengan Edmodo. PRISMA, 10(2), 170–181. https://doi.org/10.35194/ JP.V10I2.1813
Setiawan, T. H., & Aden, A. (2020). Efektifitas penerapan blended learning dalam upaya meningkatkan kemampuan akademik mahasiswa melalui jejaring Schoology di masa pandemi COVID-19 . JPMI (Jurnal Pembelajaran Matematika Inovatif), 3(5). https://journal.ikipsiliwangi.ac.id/index.php/jpmi/ article/view/5366
Suarsana, I. M., Lestari, I. A. P. ., & Mertasari, N. M. S. (2019). The effect of online problem posing on students’ problem-solving ability in mathematics. International Journal of Instruction, 12(1), 809–820. https://eric.ed.gov/?id=EJ1201188
Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2013). Development of a mobile learning system based on a collaborative problem-posing strategy. Http://Dx.Doi.Org/10.1080/10494820.2013.867889, 24(3), 456–471. https://doi.org/10.1080/10494820.2013.867889
Sung, R. J., Swarat, S. L., & Lo, S. M. (2020). Doing coursework without doing biology: Undergraduate students’ non-conceptual strategies to problem solving. Journal of Biological Education. https://doi.org/ 10.1080/00219266.2020.1785925
Temel, V. (2015). The problem-solving skills of the teachers ın various branches. Educational Research and Reviews. 10(5), 641–647. https://doi.org/10.5897/ERR2014.2059
Wahyudi, I. (2017). Pengembangan program pembelajaran fisika sma berbasis e-learning dengan Schoology. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(2), 187–199. https://doi.org/10.24042/jipfalbiruni.v6i2.1850
Wang, M., Wu, B., Kinshuk, Chen, N. S., & Spector, J. M. (2013). Connecting problem-solving and knowledge-construction processes in a visualization-based learning environment. Computers and Education, 68, 293–306. https://doi.org/10.1016/j.compedu.2013.05.004
White, D., & Sullivan, E. (2018). Teaching problem-posing and inquiry to teachers using a non-traditional operation. PRIMUS, 28(1), 1–12. https://doi.org/10.1080/10511970.2017.1286532
Wu, H. Z., & Wu, Q. T. (2020). Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. Journal of International Medical Research, 48(3), 1–8. https://doi.org/10.1177/0300060519893225
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
