An analysis of logical thinking using mind mapping

Swestyani, Sondra; Masykuri, Mohammad; Prayitno, Baskoro Adi; Rinanto, Yudi; Widoretno, Sri

doi:10.1088/1742-6596/1022/1/012020

Cited by 16 publications

(14 citation statements)

References 3 publications

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“…It is an individual mental activity aimed at making a decision or reaching a solution to a problem, and it is a process that takes place to reach results through knowing specific introductions. Logical thinking in mathematics is thinking that occurs as a result of the existence of an incentive for the learner to bring the knowledge and previous mathematical experiences that he has and employ them in solving a problem by treating the assumptions given to reach a determination of all the results that will result from this treatment, and studying the existing relationships between the data elements to infer other relationships Reaching correct mathematical conclusions and opinion [33][34][35][36]. Logical thinking skills and patterns: Proportional inference requires the individual to be able to infer the nature of the proportional relationship between more than one element by using proportion and proportion.…”

Section: Logical Thinkingmentioning

confidence: 99%

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

Jawad

Majeed

Alrikabi

2021

Int. J. Emerg. Technol. Learn.

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The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.

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Section: Logical Thinkingmentioning

confidence: 99%

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

Jawad

Majeed

Alrikabi

2021

Int. J. Emerg. Technol. Learn.

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“…It is relevant to Inhoff et al (2018) that students who can develop cognition from semantic meaning and perception will simultaneously support the ability to make decisions in their test response. The development of this cognition will form the maturation of logical reasoning (Swestyani et al, 2018).…”

Section: Type Of Structural Knowledge Of Indonesian Efl Studentsmentioning

confidence: 99%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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Developing Indonesian English as a foreign language (EFL) students' structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students' structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students' structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

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“…Penggunaan peta pikiran dalam kegiatan pembelajaran memiliki keutamaan dan kekuatan dalam membangun kreatifitas berpikir serta kemampuan tingkat tinggi siswa serta memahami materi dengan lebih baik (Swestyani, Masykuri, Prayitno, Rinanto, & Widoretno, 2018); (Merchie & Van Keer, 2016). Hal ini dimungkinkan karena pada dasarnya siswa cenderung memiliki gaya belajar visual, data mencapai 65% (Mind, n.d.), karena mereka memiliki ketertarikan saat melihat gambar dengan banyak bentuk, warna yang saling terhubung dibandingkan dengan membaca tulisan dalam jumlah yang banyak.…”

Section: Mendukungunclassified

“…Kondisi ini menunjukkan bahwa terdapat hubungan antara penggunaan peta pikiran dengan prestasi akademik siswa. (Swestyani et al, 2018) membuktikan hasil yang relative sama dengan penguatan bahwa penggunaan peta pikiran mampu meningkatkan kemampuan berpikir logis.…”

Section: Pembahasanunclassified

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

Lukitasari

Pujiati

Banconowati³

2019

Educ. Sci.

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POTENTIAL OF MIND MAPS THROUGH COMMUNITY LEARNING TO IMPROVE LEARNING ACTIVITY ON SKELETAL SYSTEM CONCEPT AbstractThis research described the use of mind map with discussion during learning activity that potentially increased learning community to deliver skeletal system concept. The mind map was applied in four meeting with 27 second-grade senior high school students. Students were put in groups and each groups was assigned to design a mind map of skeletal system concept. The data of learning community was obtained from: 1) The mind map results from all groups, 2) The discussion along every group to arrange the mind map, and 3) The students’ scores of skeletal system concept test. The instruments used were rubric of mind map assessment, observation sheet, and essay test. Qualitative descriptive was used to analyse data. The results showed that 80% of the mind map achieved the assessment rubric while the activity of students was 64.4%. The last, the highest grade of students’ test was gained by group 4, that was 8.84 out of 10. AbstrakPenelitian ini mendeskripsikan potensi penggunaan peta pikiran melalui learning community (LC) sebagai upaya meningkatkan aktifitas belajar siswa pada materi system gerak. Penerapan peta pikiran dilakukan sebanyak empat kali tatap muka untuk satu kompetensi dasar pada siswa kelas XI dengan jumlah siswa sebanyak 27 orang. Seluruh kegiatan dilakukan secara berkelompok dengan mendesain peta pikiran yang dikerjakan sesuai materi. Data aktifitas belajar dengan LC yang dikumpulkan didapatkan dari 1) rubrik peta pikiran kelompok siswa, 2) aktifitas diskusi, dan 3) skor tes untuk materi system gerak. Instrumen penelitian yang dipergunakan adalah lembar penilaian, lembar observasi dan tes essay. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa peta pikiran yang dikerjakan kelompok siswa adalah 80%, keaktifan diskusi memiliki rata-rata 64,64 dan rata-rata skor tes per kelompok dicapai oleh kelompok 5 dengan skor tertinggi adalah 8,84.

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An analysis of logical thinking using mind mapping

Cited by 16 publications

References 3 publications

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Potensi Penggunaan Peta Pikiran Melalui Learning Community Sebagai Upaya Meningkatkan Aktifitas Belajar Siswa Pada Materi Sistem Gerak

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