Muhammad Yunus, Islawati Islawati, Army Auliah

Analysis of Learning Outcome Indicator Completion through Verification of Concept Maps and Mind Maps in the Discovery Learning Model

Introduction

Analysis of learning outcome indicator completion through verification of concept maps and mind maps in the discovery learning model. Compare concept maps & mind maps in Discovery Learning to improve student understanding & learning outcomes. Verification corrects conceptual errors for better teaching strategies.

Abstract

A less systematic conceptual understanding can hinder the completion of student learning outcomes. This study aims to compare the verification of concept maps and mind maps in improving student understanding in the Discovery Learning model. The method used is descriptive comparative, with two experimental groups each using concept maps and mind maps. The research process includes pretest, intervention with verification, posttest, and student reflection. Data collection was carried out through learning outcome tests, assessment rubrics, and observations. The results of the study showed that concept maps support more systematic understanding, while mind maps are more effective in developing flexibility of thinking. The verification process plays a role in correcting students' conceptual errors. These findings provide insight for educators to adjust learning methods to improve learning outcomes.

Review

This manuscript addresses a highly pertinent challenge in education: enhancing systematic conceptual understanding to improve student learning outcomes. The study’s innovative approach lies in its direct comparison of concept maps and mind maps within the context of the Discovery Learning model, an area that has practical significance for pedagogical design. The explicit focus on 'verification' as a mechanism to correct conceptual errors is particularly commendable, offering a valuable insight into how these visual tools can be actively leveraged beyond mere creation. The findings, suggesting differential benefits for systematic understanding versus thinking flexibility, provide educators with nuanced guidance for selecting appropriate tools based on specific learning objectives. While the study presents intriguing results, several methodological aspects require greater elucidation to fully assess its robustness. The classification of the method as 'descriptive comparative' for an experimental design with two intervention groups is somewhat ambiguous; more precise terminology, such as quasi-experimental, would clarify the research design and group assignment procedures. Crucially, the abstract lacks specific details regarding the 'verification process' itself – who conducted it, what criteria were used, and how its consistency was ensured. Furthermore, the absence of information regarding the specific subject matter or educational level of the participants limits the generalizability of the findings. More importantly, the abstract does not mention the statistical analyses performed to support the claims of differential effectiveness between concept maps and mind maps, which is essential for a comparative study. Despite these points for refinement, this research offers a valuable contribution to the literature on cognitive tools in education. The core idea that systematic verification can enhance the efficacy of concept and mind mapping in a discovery learning context is compelling. For future iterations, providing granular detail on the participant demographics, specific learning objectives, and the analytical methods employed would substantially strengthen the paper. Overall, the study provides a solid foundation for understanding how visual learning tools, combined with targeted error correction, can effectively support diverse learning outcomes, making it a valuable resource for educators seeking to optimize their instructional strategies.

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