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USING MIND MAPS AS A TEACHING AS’ARI

AND LEARNING TOOL TO PROMOTE

STUDENT ENGAGEMENT

USING MIND MAPS AS A TEACHING AND LEARNING TOOL

TO PROMOTE STUDENT ENGAGEMENT

AS’ARI

The State Institute for Islamic Studies

Sultan Maulana Hasanuddin Banten

(linguistics_75@yahoo.co.id)

ABSTRACT

Creating an environment that engages students in the learning journey is not

always easy. Sometimes as faculty members we ask ourselves, “Are we taking this

learning journey by ourselves?” Several years ago as I began my scholarly

exploration of the utility of mind mapping as a teaching and learning tool to foster

critical thinking, my colleague and I instituted a mind mapping learning activity

which has helped to promote student engagement in the classroom.

So what is mind mapping? Mind mapping is a learning technique which

uses a non-linear approach to learning that forces the learner to think and

explore concepts using visual partial relationships flowing from a central theme

to peripheral branches which can be inter- related. According to Buzan and

Buzan, a mind map should be drawn on blank paper that is larger than standard 8

½ by 11 inch paper. The rationale behind using a large sheet of paper is that it

allows the student the opportunity to break away from the boundaries established

by standard sized paper. The medium for drawing the mind map is usually colored

pens or pencils. Students begin by drawing an image in the center of the paper

that reflects the central theme, or topic, of the mind map which is to be created.

By placing this central image in the center of the paper it allows the

student 360 degrees of freedom to develop their mind map. Next, the student

draws main branches with key words extending from this central image. The

branches represent different categories which the student perceives as being

relevant to the content of the key concept of the mind map. From these main

branches, sub-branches are created.

Keywords: Mind Maps, Teaching and Learning, Student Engagement

A. INTRODUCTION

Mind mapping is a technique note created by is memory expert of English,

Tony Buzan. This technique is constituted by result research into that way of brain

process and information of keep information is not linearly, phase for the shake of

phase, but brain of keep information and process information at random. From

other side that, brain of keep information in the form of picture, and non in the

form of article or letter. This technique is very good for doing record-keeping,

LOQUEN Vol. 9 No. 1 (January-June) 2016

brainstorming, and to recollect items studied. Become, if someone wish to

recollect items studied. Become, if someone wish to recollect entire or all items he

which have study, hence he is only require to see map of mind he which have

make, and he will remember altogether. The elements of a given mind map are

arranged intuitively according to the importance of the concepts, and are classified

into groupings, branches, or areas, with the goal of representing semantic or other

connections between portions of information. Mind maps may also aid recall of

existing memories.

B. THEORETICAL REVIEW

The mind map is an expression of radiant thinking and is therefore a

natural function of the human mind. It is a powerful graphic texhnique which

provides a universal key to unlocking the potential of the brain. (Buzan, 1993).

Buzan claims that the mind map is a vastly superior note taking method because it

does not lead to a "semi-hypnotic trance" state induced by other note forms.

Buzan also argues that the mind map uses the full range of left and right human

cortical skills, balances the brain, taps into the apocryphal 99% of your unused

mental potential, as well as intuition (which he calls "super logic"). However,

scholarly research suggests that such claims may actually be marketing hype

based on misconceptions about the brain and the cerebral hemispheres. Critics

argue that hemispheric specialization theory has been identified as

pseudoscientific when applied to mind mapping.

According to Sujana (2006), mind mapping is recommended as a good

technique to absorb information presented in the text they need to take the key

words and connect one key word to other key words in order to connect one idea

to other idea and get the main idea or the big idea of the text, get the specific

information and to be able to retain the information. That’s why the student’s will

have a good ability to rewrite what they have read and as the consequences, they

had a good ability in reading text. Mind mapping is a good technique to solve the

students problem in reading.

According to Buzan (1993) The mind map is an expression of radiant

thinking and is therefore a natural function of the human mind. It is a powerful

graphic texhnique which provides a universal key to unlocking the potential of the

brain. The mainmap can be applied to every aspect of life where improved

learning and clearer thinking will enhance human performance. The mind map has

four essential characteristics:

USING MIND MAPS AS A TEACHING AS’ARI

AND LEARNING TOOL TO PROMOTE

STUDENT ENGAGEMENT

Mind maps may be enhanced and enrich with color, pictures, code and

dimension to add interest, beauty and individuality. These in turn aid creativity,

memory and specifically the recall of information. Mind maps help you to make a

distinction between your mental storage capacity, which your mind map will help

you achieve. Storing data efficiently multiples your capacity. It is like the

difference between a well packed or badly packed warehouse, or a library with or

without an ordering system.

Scholarly research by Farrand, Hussain, and Hennessy (2002) found that

the mind map technique had a limited but significant impact on memory recall in

undergraduate students (a 10% increase over baseline for a 600-word text only) as

compared to preferred study methods (a −6% increase over baseline). This

improvement was only robust after a week for those in the mind map group

(actually it was 'spider diagrams' not Mind Maps used in this study) and there was

a significant decrease in motivation compared to the subjects' preferred methods

of note taking. Farrand et al. suggested that learners preferred to use other

methods because using a mind map was an unfamiliar technique, and its status as

a "memory enhancing" technique engendered reluctance to apply it. Nevertheless

the conclusion of the study was "Mind maps provide an effective study technique

when applied to written material. However before mind maps are generally

adopted as a study technique, consideration has to be given towards ways of

improving motivation amongst users." Pressley, VanEtten, Yokoi, Freebern, and

VanMeter (1998) found that learners tended to learn far better by focusing on the

content of learning material rather than worrying over any one particular form of

note taking.

A mind map is often created around a single word or text, placed in the

center, to which associated ideas, words and concepts are added. Mind maps have

many applications in personal, family, educational, and business situations,

including note taking, brainstorming (wherein ideas are inserted into the map

radically around the center node, without the implicit prioritization that comes

from hierarchy or sequential arrangements, and wherein grouping and organizing

is reserved for later stages), summarizing, revising, and general clarifying of

thoughts.

Another useful listing technique is mapping or clustering. Instead of

making a linear list as illustrated above, you start by writing your topic in the

center of you page in a box. And then as you brainstorm for ideas, you write your

ideas around the topic. As you write one idea down, you may think of another idea

LOQUEN Vol. 9 No. 1 (January-June) 2016

related to it, so you could write this second idea close the first idea in the cluster

(a group of idea).

1. Characteristics

Mind maps are, by definition, a graphical method of taking notes. The

visual basis of them helps one to distinguish words or ideas, often with colors and

symbols. They generally take a hierarchical or tree branch format, with ideas

branching into their subsections. Mind maps allow for greater creativity when

recording ideas and information, as well as allowing the note-taker to associate

words with visual representations. Mind maps and concept maps are different in

that mind maps focus on only one word or idea, whereas Concept maps connect

multiple words or ideas.

2. History

Mind maps (or similar concepts) have been used for centuries in learning,

brainstorming, memory, visual thinking, and problem solving by educators,

engineers, psychologists, and others. Some of the earliest examples of mind maps

were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he

graphically visualized the concept categories of Aristotle. Philosopher Ramon

Llull (1235 - 1315) also used mind maps.

The semantic network was developed in the late 1950s as a theory to

understand human learning and developed into mind maps by Allan M. Collins

and M. Ross Quillian during the early 1960s. Due to his commitment and

published research, and his work with learning, creativity, and graphical thinking,

Collins can be considered the father of the modern mind map.

British popular psychology author Tony Buzan claims to have invented

modern mind mapping. He claimed the idea was inspired by Alfred Korzybski's

general semantics as popularized in science fiction novels, such as those of Robert

A. Heinlein and A. E. van Vogt. Buzan argues that while 'traditional' outlines

force readers to scan left to right and top to bottom, readers actually tend to scan

the entire page in a non-linear fashion. Buzan also uses popular assumptions about

the cerebral hemispheres in order to promote the exclusive use of mind mapping

over other forms of note making.

The mind map continues to be used in various forms, and for various

applications including learning and education (where it is often taught as 'Webs',

USING MIND MAPS AS A TEACHING AS’ARI

AND LEARNING TOOL TO PROMOTE

STUDENT ENGAGEMENT

'Mind webs', or 'Webbing'), planning, and in engineering diagramming. When

compared with the concept map (which was developed by learning experts in the

1970s) the structure of a mind map is a similar radial, but is simplified by having

one central key word.

3. Uses

One could listen to a lecture, for example, and take down notes using mind

maps for the most important points or keywords. One can also use mind maps as a

mnemonic technique or to sort out a complicated idea. Mind maps are also

promoted as a way to collaborate in color pen creativity sessions. Mind maps can

be used for:

a. Problem Solving

b. Outline / Framework Design

c. Anonymous collaboration.

d. Marriage of words and visuals.

e. Individual expression of creativity.

f. Condensing material into a concise and memorable format.

g. Team building or synergy creating activity.

h. Enhancing work morale.

Mind mapping can be drawn by hand, either as 'rough notes' during a

lecture or meeting, for example, or can be more sophisticated in quality. Examples

of both are illustrated. There are also a number of software packages available for

producing mind maps.

4. Advantages of Mind Mapping Compared to Technique Note Habit

Way of noting linear is such as those which used during the time, very

graceless and drag on to our brain. Ability of brain to process information by

multi sensory cannot be used maximally if we note linearly. Besides will be doing

plenty activity and tire.

On the contrary, with map of mind, time note to become much more brief.

Process or activity note to become more interesting and please. Needed to time

study again what have been noted to become much briefer, and level of recall

(recollecting) very good.

LOQUEN Vol. 9 No. 1 (January-June) 2016

5. Tools

Mind mapping software can be used effectively to organize large amounts

of information, combining spatial organization, dynamic hierarchical structuring

and node folding. Software packages can extend the concept of mind mapping by

allowing individuals to map more than thoughts & ideas with information on their

computers and the internet, like spreadsheets, documents, internet sites and

images.

C. ANALYZE

Increase your students' reading speed and comprehension with mind maps.

Reading that students who learn the principles of speed reading correctly become

better and more satisfied readers. Mind maps enhance the learning of speed

reading by encouraging students to quickly take in many words at once rather than

one word at a time. The steps below explain how you can create mind maps

quickly and effectively.

Making Mind mapping. How to make a map of mind:

Step 1 : Use big enough paper, size measure of A4 or of A3

Step 2 : Position Paper of horizontal (landscape)

Step 3 : PUTTING DOWN medial title of paper page

Step 4 : Of this title, make main branch to write down the gist of one's thoughts or

of topic especial (deputized by just keyword)

Step 5 : Main branch have to be more be thick than additional branch

Step 6 : Use block letters, boldface, and chromatic marker.

Step 7 : Use picture, sign or symbol to progressively strengthen visual effect from

each the gist of one's thoughts.

Step 8 : Of main branch, make branch again to sub of topic, and if there [is] still

additional subtopic again, You can draw branch go out or sub of topic

last.

Step 9 : Don't limit Your creativity. Map of mind. You might possibly will differ

from map of Your friend mind, though You and Your friend note same

thing. Real correct nothing that wrong and in this case. Every individual

is unique and have each character.

Step 10 : More and more You exercise to make a map of mind, hence You'd be

skilled progressively.

USING MIND MAPS AS A TEACHING AS’ARI

AND LEARNING TOOL TO PROMOTE

STUDENT ENGAGEMENT

Moderately Challenging:

Instructions

1. Step 1

Start the mind map on a blank sheet of paper or blank document in a word

processing computer program. Select a book or article to focus on. Place the title

of the book or article within the text box in the top center of the document.

2. Step 2

Tell students you are going to flash the mind map in front of them for a second or

two before taking it away. They must read the entire title of the book or article

within that brief moment.

3. Step 3

Ask the students to write down the titles they read. Review their responses for

accuracy. Continue practicing with reading titles only on the mind maps until

students' perception is correct each time.

4. Step 4

Move on to using complete sentences on the mind maps. Select one or two

sentences from the same book or article. Split the sentence into two or three text

boxes on the mind map. Flash the mind map in front of the students, now

instructing them to read the words within each text box as if they were just one

word.

5. Step 5

Test students' comprehension of the sentences by having them explain in writing

what they read. Encourage them to anticipate, also in writing, what they believe

the following text they read might say.

6. Step 6

Advance to creating mind maps with text boxes that contain entire sentences.

Have students practice reading the sentences all at once, trying to assimilate the

separate words into one main idea.

7. Step 7

Complete the speed reading lessons with the most advanced mind maps. These

have text boxes holding several sentences, clustered around one main idea.

Encourage students to quickly read the text within each box, looking for the one

main idea the text contains.

LOQUEN Vol. 9 No. 1 (January-June) 2016

D. CONCLUSION

In mind mapping, the whole learning can take place especially for reading

activity. According to Buzan (1993) states that mind maps provide the ideal

opportunity to improve your head/ eye coordination and to develop and refine

your visual skills. With a little more practice, the image making skills you have

already develop can be used to take your mind maps in to the realms of art. Such

mind maps enable your brain to express it’s own artistic and creative personality.

In developing your own personal style it is especially useful to apply the guiding

principles of image, color, dimension, and spacing.

Mapping can be very useful for showing important events ideas in relation

to each other. In the example below, a student has drawn a map of here life. We

can easily see the high points and the low points of her life from this map; also we

can see which events stand out in some way for her because she has circled them.

If you are telling a story or recounting an experience, mapping can help you

organize the material in order. Additionally, it will help you see which events are

the most important ones and thus need to be emphasized in the telling or writing.

It does not matter what form your brainstorming takes-linear lists, mapping, and it

does not matter what you make your notes on-a clean piece of paper, the back of

an old envelope, a paper napkin, many kind of scrap paper. This is just an activity

for your eyes only-to help you explore your own thoughts and feelings relating to

the topic as the first step in writing about the topic.

If using of Mind Mapping every day, we will find life become more

productive, gratifying, and successful in each area.

1 We can reach what wishing us reach.

2 We can become one who is the full of idea.

3 We can become more efficient and is productive.

4 We can realize our dream

Like map of street, Mind Map will assist to bring you of your place in this

time to place which you wish. Such as those which we have seen alongside this

book, Mind Map very effective because mind mapping work together brain and

way of natural activity of him: Mind Mapping is materialization of physical of

Mind Map mind in dramatic and remarkable activity network in your head. In

shorter, mind mapping work together to feel brain puckish with association and

imagination. This is because mind mapping is same activity - and adventure -

among what is going on in brain and what you paper pour.

USING MIND MAPS AS A TEACHING AS’ARI

AND LEARNING TOOL TO PROMOTE

STUDENT ENGAGEMENT

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