Research Article
The Effect of Collaborative Learning Aided by Mind Mapping Method on Science Learning Achievement
@INPROCEEDINGS{10.4108/eai.21-11-2018.2282049, author={I Gede Margunayasa and Ni Nyoman Kusmariyatni and Ni Luh Sri Surya Wisma Jayanti and Ni Made Daini Vitra Sinta Sari and I Made Hendra Sukmayasa}, title={The Effect of Collaborative Learning Aided by Mind Mapping Method on Science Learning Achievement}, proceedings={Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia}, publisher={EAI}, proceedings_a={ICTES}, year={2019}, month={3}, keywords={collaborative learning mind mapping lesson study achievement motivation science learning achievement}, doi={10.4108/eai.21-11-2018.2282049} }- I Gede Margunayasa
Ni Nyoman Kusmariyatni
Ni Luh Sri Surya Wisma Jayanti
Ni Made Daini Vitra Sinta Sari
I Made Hendra Sukmayasa
Year: 2019
The Effect of Collaborative Learning Aided by Mind Mapping Method on Science Learning Achievement
ICTES
EAI
DOI: 10.4108/eai.21-11-2018.2282049
Abstract
This study aimed at analyzing the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on science learning achievement. This study was a quasi-experiment. The study was done with the fifth grade students in Cluster III and Cluster VII at Sawan District. The sample was selected using multi stage random sampling for three treatment groups. The first experimental group used collaborative learning (n=57), the second experimental group used collaborative learning based on mind mapping (n=52), and the control group used conventional teaching model (n=57). The study used science learning achievement test (r=0.77) and achievement motivation questionnaire (r=0.88) as the instruments for collecting the data. The hypothesis was tested using one-way ANACOVA. The result of hypothesis testing showed that, there was the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on the fifth grade students’ science learning of the elementary schools in Cluster III and Cluster VII at Sawan District (F= 65.6 and p< 0.05)