IMPLEMENTATION OF TEACHING AND LEARNING LIMITS USING MIND MAP TECHNIQUE TO INCREASE SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT
Abstract: Mind map technique
is a technique for taking notes where a student creates a collection of words
structured by his/her own mental context with visual mnemonics, and through the
use of colours, icons, and visual links. Mind mapping is an effective tool to improve
students’ mathematics achievement and offer a welcome and delightful change in
mathematics education (Brinkmann 2003; Onyishi, 2009). The advantages of mind
map technique may lead to the effectiveness of teaching and learning limits.
Finally, students’ learning achievement on limits will be increased when using
mind map technique. This research aims were to describe the effectiveness of
teaching and learning limits using mind map technique for senior high school
and to confirm whether senior high school students’ learning achievement on
limits when using mind map technique is better than that of those without using
mind map technique. The research hypothesis was “Senior high school students’
learning achievement on limits when using mind map technique is better than
that of those without using mind map technique.”
Type of this research was quantitative research. The design was
quasi-experimental design. Population of the study was all students of class
XI-Science in SMA Hang Tuah 1 Surabaya of the school year 2015-2016. Two intact
classes were drawn for experimental and control classes. The independent
variable was teaching and learning technique, the covariate variable was
students’ initial knowledge, and the dependent variable was students’ learning
achievement. Data collection methods were paper-based test, observation, and
questionnaire. The data collected was analysed by using descriptive statistical
analysis and inferential statistical analysis techniques namely analysis of
covariance (ANACOVA).
This research revealed that teaching and learning limits using mind map
technique in SMA Hang Tuah 1 Surabaya was effective since category of the
teaching management was excellent, students were active during teaching and
learning, class mastery was achieved and students’ response toward teaching and
learning was positive. Furthermore, the research also revealed that students’
learning achievement taught by using mind map technique was better than that of
those without using mind map technique. Therefore, researcher generalized the
conclusion that teaching and learning limits using mind map technique increased
senior high school students’ achievement. Hence, mathematics teachers were
recommended to teach limits and other mathematics topics using mind map technique
to increase students’ mathematics achievement.
Penulis: Kiki Arianto
Kode Jurnal: jpmatematikadd160224
