Improving Collaboration and Problem-Solving Abilities through Digital Mind Map-Based Learning among Elementary School Teacher Education Students

Dewi Indrapangastuti; Kartika Chrysti Suryandari; Rokhmaniyah Rokhmaniyah; Murwani Dewi Wijayanti; Wahyudi Wahyudi; Muhamad Chamdani

doi:10.35445/alishlah.v18i2.8815

Improving Collaboration and Problem-Solving Abilities through Digital Mind Map-Based Learning among Elementary School Teacher Education Students

Dewi Indrapangastuti, Kartika Chrysti Suryandari, Rokhmaniyah Rokhmaniyah, Murwani Dewi Wijayanti, Wahyudi Wahyudi, Muhamad Chamdani

Abstract

Collaboration and problem-solving are essential twenty-first-century competencies that prospective teachers must develop to effectively facilitate student-centered learning in the digital era. Digital mind map-based learning has emerged as a promising instructional approach for promoting active knowledge construction, collaborative interaction, and higher-order thinking. However, empirical evidence regarding its effectiveness in teacher education, particularly in Indonesia, remains limited. This study aimed to examine the effectiveness of digital mind map-based learning in improving collaboration and problem-solving skills among prospective elementary school teachers. A quasi-experimental study employing a non-equivalent control group design was conducted with 80 second-semester students selected through cluster sampling. The experimental group received digital mind map-based instruction, whereas the control group participated in conventional learning. Data were collected using validated essay-based instruments measuring collaboration and problem-solving skills. Instrument validity was established using the Aiken index, and reliability was confirmed through Cronbach’s alpha coefficients. Data were analyzed using Multivariate Analysis of Variance (MANOVA) at a 0.05 significance level. The findings revealed statistically significant differences between the experimental and control groups in both collaboration and problem-solving skills (p < .001). Students who participated in digital mind map-based learning achieved substantially higher mean scores than those receiving conventional instruction, indicating the effectiveness of the intervention in enhancing both competencies. Digital mind map-based learning promotes collaborative knowledge construction, meaningful visualization of concepts, and systematic problem-solving processes, making it an effective instructional strategy for developing twenty-first-century competencies among prospective teachers. Future research should employ longitudinal and multi-institutional designs while investigating additional learning outcomes, including creativity, metacognitive awareness, and self-regulated learning.

Keywords

collaboration skills; digital mind maps; learning outcomes; problem-solving; teacher education students

References

Afriansyah, E. A. (2016). Investigasi kemampuan problem solving dan problem posing matematis mahasiswa via pendekatan realistic . Jurnal Pendidikan Matematika, 5(3), 269–280.

Ahmad, M., Badusah, J., Mansor, Z.A., Karim, A. A., Khalid, F., Daud, M. Y., Din, R., & Zulkefle, F. D. (2016). The application of 21st century ict literacy model among teacher trainees. Turkish Online Journal of Educational Technology, 15(3),151-161.

Azizah, R., Yuliati, L., & Latifah, E. (2015). Kesulitan pemecahan masalah fisika pada siswa smaJurnal Penelitian fisika dan Aplikasinya, 5(2), 44-50. http://doi.org/10.26740/jpfa.v5n2.p44-50

Dakhi, O., Jama, J., & Irfan, D. (2020). Blended Learning: A 21st Century learning model at college. International Journal of Multi Science, 1(08), 50-65.

Dewi, S. N., & Minarti, E. D. (2018). Hubungan antara self-confidence terhadap matematika dengan kemampuan pemecahan masalah matematik siswa pada materi lingkaran.Jurnal Pendidikan Matematika, 7(2), 189–198.

Dewi, G. A. C., Sunarno, W., & Supriyanto, A. (2019). The needs analysis on module development based on creative problem solving method to improve students’ problem solving ability. Journal of Physics: Conference Series, 1153,(1),012-129. https: //doi.org/10.1088/1742-6596/1153/1/012129

Docktor, J.L., Strand, N.E., Mestre, J.P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics-Physics Education Research 2(11),1-14.

Dongoran, S., Said, H. B., & Defitriani, E. (2019). Perbedaan kemampuan pemahaman konsep matematis siswa yang memperoleh model pembelajaran creative problem solving dan model pembelajaran problem based learning di kelas vii SMP Negeri 14 Kota Jambi.Jurnal Pendidikan Matematika, 4(1), 326-330.

D’Agostino,C. (2013). Collaboration as an Essential School Social Work Skill, Child. Sch., vol. 35, no. 4, pp. 248–251, Oct. , doi: 10.1093/cs/cdt021.

Druskat V.U, and Kayes,D.C.(2000). Learning versus performance in short-term project teams. Small Gr. Res., vol. 31, no. 3, pp. 328–353, doi: 10.1177/104649640003100304.

Fong, L.L, Sidhu,G.K, and Fook,C.Y. (2014). Exploring 21st century skills among postgraduates in Malaysia. Procedia -Soc.Behav. Sci., vol. 123, pp. 130–138, doi: 10.1016/j.sbspro.2014.01.1406.

Ginsburg-block, M.D, Rohrbeck,C.A, and Fantuzzo,J.W. (2006). A Meta-Analytic Review of Social , Self-Concept , and Behavioral Outcomes of Peer-Assisted Learning, J. Educ. Psychol., vol. 98, no. 4, pp. 732–749, doi: 10.1037/0022-0663.98.4.732.

Hermino, A., & Arifin, I. (2020). Contextual character education for students in the senior high school. European Journal of Educational Research, 9(3),1009-1023. doi: 10.12973/eu-jer.9.3.1009

Hidayati,N, Zubaidah,S, Suarsini, E, and Praherdhiono,H. (2019). The Integrated PBL-DMM : A Learning Model to Enhance Student Creativity. Pedagogika, vol. 135, no. 3, pp. 163–184.

Hu, R. (2017). A study on the application of creative problem solving teaching to statistic teaching. Journal of Mathematics Science and Technology Education, 13,(17). 3139-3149.

Jankowska, D. M., Gajda, A., & Karwowski, M. (2019). How children's creative visual imagination and creative thinking relate to their representation of space. International Journal of Science Education, 41(8),1096-1117. https://doi.org/10.1080/09500693.2019.1594441

Mason, A & Singh, C. (2016). Helping students learn effective problem solving strategies by reflecting with peers. Department of Physics and Astronomy University of Pittsburgh, Pittsburgh, PA, 15260.

Muhammad, G. M., Septian, A., & Sofa, M. I. (2018). Penggunaan model pembelajaran creative problem solving untuk meningkatkan kemampuan pemecahan masalah matematis siswa. Jurnal Pendidikan Matematika,7(3). http://journal.institutpendidikan.ac.id/index.php/mosharafa

Hidayati,N, SZubaidah,S, Suarsini,E, and Praherdhiono,H., (2020).The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies," International Journal of Information and Education Technology vol. 10, no. 2, pp. 140-145,

Osman, G, Duffy, T.M, Chang, J, and Lee, J. (2011) Learning through collaboration: student perspectives. Asia Pacific Educ. Rev., vol. 12, no. 4, pp. 547–558,, doi: 10.1007/s12564-011-9156-y.

Prichard, J.S, Stratford,R.J and Bizo,L.A. (2006). Team-skills training enhances collaborative learning, Learn. Instr., vol. 16, no. 3, pp. 256–265, , doi: 10.1016/j.learninstruc.2006.03.005

Sagita, I., Medriati, R., & Purwanto, A. (2018). Penerapan creative problem solving model untuk meningkatkan kemampuan pemecahan masalah fisika.Physics Coil Journal/Jurnal Kumparan Fisika, 1(3), 1-6.

Sahin, A., Ayar,M.C and Adiguzel.T. (2014). STEM Related After-School Program Activities and Associated Outcomes on Student Learning,” Educ. Sci. Theory Pract., vol. 14, no. 1, pp. 309–322, doi: 10.12738/estp.2014.1.1876

Stokhof, H, de Vries,B, Bastiaens, T, and Martens,R. (2020). Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance,” Res. Sci. Educ., vol. 50, no. 1, pp. 203–225, 2020, doi: 10.1007/s11165-017-9686-

Sugiyono. (2015). Metode Penelitian Pendidikan.Yogyakarta. Alfabeta.

Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education,48(6),1273-1296.

Tikno, T. (2017). Measuring performance of Facebook advertising based on media used: a case study on online shops in Indonesia. Procedia Computer Science, 111, 105–112.

Yanto, B. E., Subali, B., & Suyanto, S. (2019). Improving students’ scientific reasoning skills through the three levels of inquiry. International Journal of Instruction, 12(4). 689-704

Yusri, A. Y. (2013). Penerapan pendekatan keterampilan proses dalam pembelajaran matematika terhadap kemampuan pemecahan masalah pada peserta didik kelas viii smp di sibatua pangkajene. Jurnal Pendidikan Matematika, 6(3), 407–418.

DOI: https://doi.org/10.35445/alishlah.v18i2.8815