The Influence of Problem Based Learning (PBL) and Mind Mapping (MM) Models on English Learning Outcomes

Abstract

This research aims to determine whether the use of problem-based learning and the mind mapping model can improve the learning outcomes of seventh-grade students in class VII.8 at SMPN 1 Srono. Variable X1 (problem-based learning) has 5 indicators: 1) Problem orientation, 2) Organizing, 3) Guiding investigations, 4) Developing, 5) Analyzing and evaluating. X2 (Mind mapping model) has 7 indicators: 1) Planning, 2) Communication skills, 3) Creativity, 4) Problem-solving, 5) Focusing attention, Organizing, Explaining thoughts, 6) Memorization, 7) Drawing practice. Variable Y (learning outcomes) has 3 indicators: 1) Skills, 2) Knowledge, 3) Attitude. The research design is quantitative causal. The method of determining the area is purposive sampling area. The research population uses population research techniques. Data collection techniques include: 1) Observation, 2) Interview, 3) Documentation, 4) Questionnaire, 5) Test. Data analysis involves: 1) Instrument testing, 2) Classic assumption testing, 3) Hypothesis testing. The results of the t-test for the influence of problem-based learning on learning outcomes (1.947 > 0.684), the t-test for the influence of the mind mapping model on learning outcomes (1.769 > 0.684), and the results of the F-test for the combined influence of problem-based learning and the mind mapping model on learning outcomes (2.077 > 2.95) indicate that problem-based learning and the mind mapping model collectively influence learning outcomes. Therefore, the null hypothesis (H0) is rejected.

Keywords

• research
• problem-based learning
• mind mapping model
• learning outcomes