Ability to Understand Mathematical Concepts of Students through Mind Mapping Method

Marly K. Aleupah; Netty J. Marlin Gella; Yusak I. Bien

doi:10.55227/ijhess.v2i4.353

Authors

Marly K. Aleupah Study Program of Mathematics Education, Soe Institute of Education
Netty J. Marlin Gella Soe Institute of Education
Yusak I. Bien Study Program of Mathematics Education, Soe Institute of Education

DOI:

https://doi.org/10.55227/ijhess.v2i4.353

Keywords:

mind mapping method, understanding mathematical concepts

Abstract

The ability to understand students' mathematical concepts is the ability to absorb and understand mathematical ideas. Good concept understanding skills can help students in solving or providing solutions to a problem. This study aims to determine the ability to understand students' mathematical concepts with the mind mapping learning method and students who are not taught with the mind mapping method. The research method used is quantitative research with a quasi-experimental model designed in the form of non-equivalent control group design. The population in this study was all grade VIII students of SMP Negeri Liman and the research sample was taken in 2 classes with simple random sampling technique. The data collection technique and instrument used is a test in the form of a description question consisting of pre-test and post-test questions. The data analysis technique in this study used an independent t-sample test with prerequisite tests, namely the normality test and homogeneity test then continued with the gain score. Based on the results of the analysis, it was concluded that the ability to understand mathematical concepts of students who learn using the mind mapping learning method is better than students who learn without using the mind mapping learning method. The results showed that there was an increase in the ability to understand mathematical concepts of students in classes who received the mind mapping learning method in the high category with an average gain score of 0,74. Meanwhile, the ability to understand mathematical concepts of students in the control class is 0,29 which is a low category so that the improvement in the experimental class is better than the control class.

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