Open AccessEffectiveness of analytical thinking–based module to improve students’ learning outcomes using concept map
Author(s) -
Puput Putri Kus Sundari,
Sri Widoretno,
Ashadi Ashadi
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1511/1/012110
Subject(s) - concept map , class (philosophy) , critical thinking , mathematics education , higher order thinking , test (biology) , control (management) , process (computing) , field (mathematics) , mind map , computer science , psychology , teaching method , mathematics , artificial intelligence , paleontology , cognitively guided instruction , pure mathematics , biology , operating system
The effectiveness of 21 st century learning emphasizes higher order thinking skills, one of which is analytical thinking. The analytical thinking–based module used includes indicators based on the integration of analytical-thinking aspects and Concept Map components. This study aimed to measure improvement in student learning outcomes using Concept Map through an analytical thinking-based module. The research method used was quasi-experimental with a field test design in the form of a pretest-posttest non-equivalent control group design. Participants were 66 students divided into control class using conventional modules and experimental class using analytical thinking–based modules. The calculation of students’ Concept Map scores is based on the Concept Map experts. The data were analyzed using the Ancova test. The effectiveness results showed: 1) the average score of the Concept Map of the experimental class (81.39%) was higher than the control class (47.89%), 2) the average score of the Concept Map component in the experimental class was higher than the control class, but the cross-link score obtained the lowest score. Concept Map is a powerful tool for educating new knowledge and supporting learning outcomes because has a positive effect on improving students’ learning outcomes and assessment of long-life learning in the teaching and learning process.