Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 20–25, 2023
Received 21 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.55

How much does using the Mind
Mapping learning approach
"improve" the grasp of mathematical
ideas in junior high school students?
Eka Fitria Jayanti1, Choirudin2, M. Saidun Anwar3, Rathish Manivannan4, and Jefry Angga
Saputra3
1. Universitas Ma’arif Lampung, Indonesia
2. Universitas Ma’arif Lampung, Indonesia
3. Universitas Ma’arif Lampung, Indonesia
4. Shiv Nadar University, Chennai, India
5. Universitas PGRI Wiranegara Pasuruan
E-mail correspondence to: choirudin.umala@gmail.com

Abstract
The learning model is a teacher's tool in the form of structured
images that are presented to students. The learning model applied
aims to improve students' understanding of mathematical concepts.
The author determines the purpose of this study. Namely to assess
the impact of experiments on the subject's knowledge of
mathematical concepts in geometry material. This type of research
uses experimental researchusing a mindmappinglearningmodelwith
a pre-experimental design, one-group pretest-posttest. Tests were
carried out randomly or through cluster sampling on building
materials class VII Realschule. The data collection tool that the
researchers used for this research was a test designed to test
students' understanding of concepts. The researcher interviewed
teachers, students, and documents in this data collection method.
A hypothesis test was carried out on the data obtained after
conducting a sig5% level t-test, normality test, and homogeneity
test on statistical data. It was found that students could not
understand mathematical concepts (mind mapping). This dramatically
influences the results of understanding mathematical concepts.
After using this method, students receive higher performance
scores than before. Based on the t-test results, we can conclude the
difference in the value of learning outcomes before and after
applying the author's teaching method.
Building Space; Mind Mapping Learning Models;
Understanding Concepts.
Keywords:

Introduction

Learning is an activity that is widely used by humans every day,
such as designing clothes, carpentry, and buying and selling
transactions will use learning to do their daily lives well. Since humans
were born, the learning process has been ongoing (Bossé et al., 2021;
Inganah et al., 2023; Li, 2021). From learning, humans can develop
their abilities and achieve what they want. One of the skills that must
be possessed in learning mathematics is understanding concepts
(Darmayanti et al., 2023; Ismailet al., 2021). Understandingconcepts is
an essential goal in learning (Cundiff et al., 2020; Syaifuddin et al.,
2022). This gives an understanding that the materials taught to
students are not just rote but more than that(Hasanah, Syaifuddin,
et al., 2022; Shen et al., 2018). With an understanding, students can
better understand the concept of the subject matter itself (Humaidi et
al.,2022;Knuth,2020). Understanding the concept is also one of the
objectives of each material the teacher delivers (Khalil, 2019; Nurina
Vidyastuti et al., 2018) because the teacher guides students to
achieve the expected concept (Silalahi, 2019).
The importance of understanding a concept can be seen in the
objectives of learning mathematics at the SMP/MTs level, namely
that students can understand mathematical concepts (Gee et al.,
2021; Khoiriyah et al., 2022), explain the interrelationships between
concepts and apply them flexibly (Belser et al., 2018; Sugianto et al.,
2017), accurately (Czerniewicz, 2017), efficiently (Siriopoulos, 2021),
and precisely in problem-solving (Hu et al., 2018). From these
objectives, it can be concluded that understanding concepts is one of
the most essential parts of learning mathematics (MM Effendi et al.,
2022), so it is hoped that after the learning process, students can
understand mathematical concepts and apply them to solving
problems.

© 2023 Jayanti et al., (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0.
(http://creativecommons.org/licenses/by/4.0/).

Jayanti et al. How much does using the Mind Mapping... Delta-Phi: Jurnal Pendidikan Matematika, 1, 20-25, 2023
Students are said to understand concepts if students can define
concepts, identify and give examples or non-examples of images
(Liang, 2016; Qomariyah et al., 2023), develop mathematical
connection skills between various ideas (Wahyuni et al., 2019),
understand how mathematical concepts are related to one another
so that a thorough understanding is built (Widodo et al., 2020), and
use mathematics in the context in which they are based. Students are
said to understand the procedure if they recognise it (several steps
of the activities carried out), including the correct algorithm rules or
calculating processes.

learning.
The learning model is a tool that can be used as reference material
for teachers to sort out which model for student learning is most
appropriate, with the aim and hope that students can easily
understand the delivery of the material (Domke, 2020). So before
the teacher chooses a learning model, he must consider the
selection of a learning model, namely considering the expectations
that will be achieved and something related to materials and
learning materials.
The use of learning models in the learning process is aimed at
helping students understand the subject matter accurately and
accurately. One learning model that is expected to help students
understand concepts and create effective learning is the mindmapping learning model. The mind-mapping learning model can be
interpreted as a concept media as a means of delivering learning
material, which, in essence, aims to make students interested in
learning to process a problem critically by solvingcoherentproblems.
The mind-mapping learning model is a critical thinking tool for
identifying problems, finding solutions to problems, and solving
these problems (Supriadi et al., 2021). This has been proven by
various studies, one of which shows that the mind-mapping learning
model can be used to hone and develop the ability to understand
concepts (Reinke & Casto, 2022). From (Reinke & Casto's 2022)
research, it can be concluded that the mind-mapping learning model
can improve students' conceptual understanding. The research
results obtained: Students who were able to repeat the concept did it
before the action of 7 students (20.6%), after the action of 21 students
(61%), and before the action of 10 students (29.5%). Students who can
give examples, and the behaviour of 24 students (70%) after the
behaviour. Before the action, eight students (26.5%) could apply
concepts to the problem; after the action, there were 31 students
(91%).

The reality on the ground shows that most students are less
interested in mathematics, and some even give the nickname
"mathematics is scary" (Anjarwati et al., 2023). Moreover, many
students need help understanding the simplest parts after learning
mathematics (Qomariyah et al., 2023) (Vidyastuti et al., 2022). Many
concepts must be understood (Rizki et al., 2022; Wulandari et al.,
2022). so that mathematics is considered a complex, complicated and
difficult science. This situation was obtained by researchers when
making observations for the subject of developing a mathematics
evaluation system at one of the State SMP TMI Roudlotul Qur'an.
Based on the results of interviews with researchers during initial
observations of mathematics teachers at TMI Roudlotul Qur'an Middle
School, the real problem students face is that basic mathematical
concepts, such as addition operations, turn out to be how to
understand subtraction, multiplication, and division. This makes it
difficultfor students to understand the advanced material the teacher
teaches. He added that IX. A class studying volumetric material should
understand it well but still need to understand it. Students only
know the formula for the area of a square or square and the
procedure for the size of a rectangle, but they use different forms. I
need to find out the type of apartment. This is due to a need for more
understanding of the materials concept.
From the description of the interview results above, we can see
that the primary way to learn mathematics quickly is first to
understand the basic concepts. According to Sugianto et al. (2022).
To learn concept B based on concept A, one must first understand
concept A. If someone understands concept A, he can appreciate
concept B. That is, learning mathematics must be gradual (Rahmah et
al., 2022), continuous (Sekaryanti et al., 2023), and based on
previous learning experiences (Hasanah, In’am, et al., 2022).
students are bored and not interested in participating in learning.
As the learning process progresses, the teacher's role increases.
Students only listen to the teacher's explanation from the
beginning, and when the teacher gives examples of problems to be
processed, only a few students are actively involved in solving the
problem. Do. The other students watched passively. Therefore, the
learning model must be applied appropriately to minimise student
boredom in participating in learning and ensure that all students
participate actively and understand the concept of learning
material (Lindenbauer & Lavicza, 2021). The2013curriculum, whichis
currently the reference for learning, also defines learning as a
scientific approach that ensures that students depend not only on
teachers and knowledge but are also actively involved in learning.

Mind mapping is a collaborative learning model that improves
student understanding and increases student retention of learning
materials. This learning model makes it easier for students to record
material more effectively and efficiently. Students often take notes
by copying directly from books, but many still take long, linear notes
without variation. This linear, ineffective and efficient recording
hinders the achievement of optimal learning outcomes.
The mind-mapping learning model can be used as a tool to
remember. (Shiet al., 2022) also stated that mind mapping can assist
in writing and assigning essays related to concept mastery. Based on
the description above, it can be assumed that the Mind-His Mapping
learning model also influences students' ability to understand
mathematical concepts (Hayati et al., 2022; Marxy, 2017). In
mathematics, students pay less attention to the teacher's learning
(Fatimah et al., 2020). Some students think mathematics is very dull
(Sukaesih et al., 2022), so it is difficult for students to understand
mathematics, which causes student scores to be shallow (Gavens et
al., 2020). Understanding concepts is an essential fundamental part
of studying mathematics for anyone who can master and quickly
solve problems better because solving problems requires mastery
of several concepts (Rangkuti et al., 2022). As a result, students can
only understand geometric concepts verbally but have not been
able to describe the concept of geometric understanding, and
student scores accurately are low (Astriani et al., 2020). Because
understanding students' concepts is still lacking and students are
required to have academic value, this research is expected to help
students learn to understand the concepts provided.

The learning process is the core of educational activities in
schools. The achievement of learning success in terms of achieving
proficiency standards is highly dependent on the teacher's ability to
control the learning process in the classroom. I explainedthatthere
should be. For this reason, teachers must be proactive and creative in
achieving the educational goals in each subject (Cholily &
Suwandayani, 2021). The teacher is also one of the parties responsible
for the problem of student learning outcomes. With various learning
methods, it is expected to facilitate students' understanding of the
material and reduce their saturation in the learning process. Must
be able to create (Low et al., 2020) said teachers need to understand
that every student has abilities, intelligence, potential and expertise.
This cannot be achieved by teacher competence in delivering
material. There are many ways to solve every student's learning
problem (Huda et al., 2019). However, the many learning models
mean that teachers must carefully choose the suitable model for

The research on applying the mind mapping learning model was
carried out by (2022) from the researcher. The current research is also
experimenting with this model. It is intended that with this learning
method, students can easily understand the concept of learning in
the material of cubes and blocks. Seeing mind mapping learning can
make solutions easily in understanding concepts evenly and getting
more memory. It is a bridge to make it easier for teachers to teach
the material in schools, which can be expected to increase
understanding of concepts in learning. In this study, the researcher

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Jayanti et al. How much does using the Mind Mapping... Delta-Phi: Jurnal Pendidikan Matematika, 1, 20-25, 2023
wanted to experimentwithstudentstoimprovetheirunderstandingof
mathematical concepts focused on the spatial theme using mindmapping model learning aids.

determine the value of the posttest in understanding the concept in
this study. Based on the results of the final test (posttest), the
percentage of students' understanding of the concept was obtained
with <65% (incomplete) with a large number of students, namely 5
people and a total percentage of 17.35%. ≥65% (complete) with
many students, namely 24 people andthetotalpercentage is 82.65%.
So, the percentage in this final test (posttest) is said to be complete.
The application of the mind mapping learning model is said to be
successful, namely if it improves the understanding of mathematical
concepts after being tested and obtains the following results: (a)
students get a good completeness score, even quite good in
understanding mathematical concepts, especially in geometric
material; and (b) there are different results in the pre and post-tests of
each student.

Research Methode
Pre-experimental design, one group pretest-posttest, is the
method researchers use in this study. Because in this study, the
researcher required students to take the initial test with blank
understanding and had not been given action, this test was said to be
a pretest. After the action, students were required to retake the test
with test questions that were still the same as the initial test
questions to get differences in the results of understanding the
concept, this test is said to be a posttest, whichmeans atest after the
action is given. The quantitative research method is used as a
measuring tool to measure the results of students' understanding of
mathematical concepts (Sugiyono, 2018).

Data analysis techniques from this study were prerequisite tests
andhypothesis testing. The prerequisite test consists of loading the
normality and homogeneity tests. After the prerequisite tests have
been completed and the results found in the test, a hypothesis test
is carried out in the form of a t-test or discriminating power test
(average) as a benchmark in testing the hypothesis of this study.

Data collection techniques to obtain completedata, (Simamora et
al.,2020).The author conducted interviews with teachers related to
mathematics and then continued to interview students while giving
them test questions. It is necessary to know that the test questions
given to students have previously been validated or consulted with
supporting lecturers and mathematics subject teachers. After
conducting several tests, the author can obtain the assessment or
data needed to compile this scientific work.

Prerequisite Test.
Normality test.
This normality test is used to see whether the data obtained is
normally distributed or not. (Abror 2022). The normality test used
pretest and posttest data to understand students' mathematical
concepts. In this study, the normality test was carried out with SPSS
using a paired sample T-test with a significant level of 5%.

As a tool for collecting, summarizing and presenting the
information obtained by the author, it can be called a data collection
technique. In the data collection technique here, the researcher
creates questions for the pretest or posttest in the form of essays
with indicators of understanding the concept. The concept
comprehension test questions contain material for building cubes
and blocks.

From the results of the pretest significance value of 0.017, from
the Kolmogorov-Smirnov normality test in understanding the
concept, it can be concluded that it is not normally distributed
because the sig value is less than 0.05. Meanwhile, the posttest
significance value is 0.080. This means the posttest significance value is
normally distributed because 0.10 is greater than 0.05 (0.017 >
0.080).

Data analysis techniques in this study were carried out using
quantitative analysis. In using this design, there is only one group
that has been determined, the design in this design will carry out 2x
tests, namely before being given an action about understanding the
concept and after being given an action to see the difference. The
following is the research pattern of the one-group pretest-posttest
design method (Sugiyono, 2018).

Homogeneity Test.
A homogeneity test is a procedure stage to gain confidence that
some of the data being analyzed has the same type of variant or does
not have the same variant (Polat et al., 2022).

After the pre-test was carried out, the researcher took action in
the form of learning students to find effective sentence elements in
the descriptive text, which then used the mind mapping model (X),
then, in the final stage, the researcher gave a post-test (O2). The data
obtained will betested using at-test formula at the 5% sig level. In the
next process, the researcher conducted a prerequisite test as the
first test in the form of a normality test and homogeneity test, then,
the next step was to test the hypothesis on the data obtained in the
ability to understand students' mathematical concepts. This is done
to determine the statistical test with the aim of being used to test
the hypothesis.

Ho: There is no significant change after or before using
the mind-mapping learning strategy model.
Ha: There is a significant difference before and after
using the mind mapping learning strategy.
To test the hypothesis above, the results of the homogeneity
test are presented in the table below:
Table 1. Homogeneity test
Sig
Mark

Results and Discussion

Based on Means

,398

Based on the results of the homogeneity test using the Levene
formula, thevalue based on the mean obtained a significance value
of 0.398, so H0 is accepted because the sig value is > 0.005, which
means that the population variance is homogeneous.

Concept Understanding Pretest Results.
At this stage, the writer tested the students to find out how much
they understood about geometric shapes, and this was carried out
pre-research was carried out, at the beginning, the writer did a
pretest on students, namely with the aim of seeing and knowing
more about students' abilities about understanding concepts,
namely to see where understanding ability in related material
(building space). Based on the initial test (pretest) scores, the
percentage of students' understanding of the concept was obtained
with <65% (incomplete) with a large number of students, namely 27
people and a total percentage of 93.10%. ≥65% (complete) with
many students, namely 2 people;thetotal percentage is 06.90%. So,
the presentation on this initial test is said to be incomplete.

Table 2. results paired samples test learning outcomes understanding the concept.
Paired Samples Test
Sig. (2-tailed)
Posttest
,000
Pretest

From the table above, the t-test in the form of a Paired sample
test obtains a significance value of 0.000, then Ho is rejected, Ho is
rejected, which means there is an increase in learning outcomes
because the significance value is <0.005. From the sig value, it can be
concluded that students' understanding of concepts has increased
quite well by learning the mind mapping model. In research testing
the hypothesis on understanding this concept, it was concluded
there is a difference between before and after getting the mind
mapping learning model strategy. As well as obtaining increased

Concept Understanding Posttest Results.
After doing the pretest, the writer did action on students to

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Jayanti et al. How much does using the Mind Mapping... Delta-Phi: Jurnal Pendidikan Matematika, 1, 20-25, 2023
learning outcomes in understanding concepts compared to before
using the mind-mapping learning model strategy.

teaching method from the author.

Reference

This study's results support the research results (Harahap &
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their ability to understand mathematical concepts and their
learning motivation to learn and can improve learning outcomes.
Nurazizah et al., (2021) also explained that mind mapping can
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individual. This research showed that learning mind mapping can
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symbols, words, lines and arrows. Devita N et al., (2018) conducts
mind mapping research to help write essays or assignments related
to concept mastery. The study results show that learning from the
mind mapping model can influence students to write essay
assignments coherently and correctly with an understanding of the
concept.

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After the researchers carried out learning according to the mind
map model for experimental class students and learning without
using mind maps for control class students, the results of the analysis
proved the hypothesis. Research theory Putri et al., (2019) state that
students' ability to understand mathematical concepts taught by
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stated, "Theoretically, the mind map learning model can influence
students' ability to understand mathematical concepts, because in
this learning, the concepts learned are not directly communicated to
students by the teacher, but students acquire concepts from the
material studied by creating a structured model for the purpose of
creating conditions for memorize and understand the subject more
fully it will be easier to understand the subject if the subject has
learned a structured model, according to Jerome Bruner's learning
theory which holds that learning mathematics is studying facts.
Concepts and structures (Fadillah, 2019). Learning mathematics with
the mind The mapping model begins with the process of observing
and studying the physics concepts of algebraic forms displayed by
the teacher. After students understand the material, students are
invited to make a mind map of the material they are studying and
discuss the problems presented in the question sheet in groups. Then,
proceed with presenting the results of the concept maps made in
groups. Other students listen and react to what is presented in front of
the class. After finishing the presentation, the teacher guides
students to conclude the material that has been studied. Based on the
steps described above, it can be seen that the mind map learning
model focuses more on involving students to actively participate
in learning so that students can fully understand the concepts being
taught. Study. Learning mind maps affects students' ability to
understand mathematical concepts.
The learning process without a mind map is more controlled by the
teacher. The teacher explains the material in one direction, and the
students listen more. Students work on the exercises given by the
teacher by the standard procedures required. Students learn
individually, and student engagement is only positive for some
students. Unlike the mind map learning model, this model requires
studentsto participate in every learning activity actively. Based on
this discussion, it can be concluded that mind map learning with the
mind map model is more focused, and students participate more in
learning than non-spiritual learning.
Conclusion
So, the research results from the discussion show that the
learning model that the author applies (mind_maping) significantly
influences the results of understanding mathematical concepts.
Because after applying this method, students get more excellent
achievement scores than before. Then, it can be concluded that
there are differences in the value of learning outcomes before
applying the teaching method from the author and after applying the

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