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首页> 外文期刊>Journal of Education and Practice >The Effects of Problem-Based Learning with Mind Mapping to Enhance Students’ Creative Thinking Skills and Learning Outcomes
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The Effects of Problem-Based Learning with Mind Mapping to Enhance Students’ Creative Thinking Skills and Learning Outcomes

机译：基于问题的学习与思维导图对增强学生的创造性思维能力和学习成果的影响

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The quality of Indonesia’s education need to obtain a very serious attention because its level tends to be decreasing. An effort to be done is by applying the learning innovation on education. Based on the observation to be conducted at Methodist Junior High Schools, the learning of Biology had not still applied the variation of learning models yet. This study aimed to give a wide description about the effects of Problem-Based Learning (PBL) with mind mapping on students’ creative thinking skills and learning outcomes. This study was a quasi-experimental design with the pre- and post-test design. The population of this study were the whole students of Methodist Junior High Schools all over Medan, that were the seventh graders with an accreditation of A, namely SMP Methodist 1 Medan, SMP Methodist 5 Medan and SMP Methodist 6 Medan Academic Year 2016/2017 in total of 3 classes each. The sample withdrawal was conducted using purposive sampling technique. The data analysis which was used by an independent t-test and Pearson test. The result showed that there were the effects of Problem-Based Learning with mind mapping on students’ learning outcomes where p = 0,000 < 0,05, there were the effects of PBL with mind mapping on students’ creative thinking skills where p = 0,000 < 0,05, there were the relationships between students’ creative thinking skills and learning outcomes taught by PBL with mind mapping where p = 0,000 < 0,05. The teachers were suggested to be able to design and plan either the learning instruments or strategies, learning models, methods or media that can involve students more actively in the process of teaching and learning.
机译：印度尼西亚的教育质量有下降的趋势，因此需要引起高度重视。要做的工作是将学习创新应用于教育。根据在卫理公会初中进行的观察，生物学的学习还没有应用变化的学习模型。这项研究旨在通过思维导图对基于问题的学习（PBL）对学生的创造性思维能力和学习成果的影响进行广泛描述。这项研究是具有前测试和后测试设计的准实验设计。这项研究的人口是棉兰各地循道卫理初中的全部学生，是获得A认证的七年级生，即SMP卫理公会1棉兰，SMP卫理公会5棉兰和SMP卫理公会6棉兰学年2016/2017。每个共3节课。使用目的性取样技术进行样品抽取。数据分析由独立的t检验和Pearson检验使用。结果表明，基于思维导图的基于问题的学习对学生的学习成果有影响，其中p = 0,000 <0,05，具有思维导图的PBL对学生的创造性思维技能有影响，其中p = 0,000 < 0,05，PBL通过思维导图在学生的创造性思维能力和学习成果之间存在关系，其中p = 0,000 <0,05。建议教师能够设计和计划学习工具或策略，学习模型，方法或媒体，以使学生更积极地参与教学过程。

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