Improving Concepts Understanding in Social Studies

through Mind Mapping

Aningsih

, Rima Rikmasari

, Yudi Budianti

, Lelly Ratna Qodariyah

, and Jaka Waluya

Faculty of Teachers Training and Education, Universitas Islam 45, Cut Meutia No. 83, City of Bekasi, Indonesia

Departement of Primary School Teacher Education, Universitas Islam 45

Departement of Geography Education, Universitas Islam 45

Departement of Primary School Teacher Education, Universitas Islam 45

Keywords: Concept Understanding, Social Studies, Mind Mapping.

Abstract: This research was motivated by the lack of students’ concepts understanding in Social Studies. The purpose

of this study was to improve concepts understanding in Social Studies through mind mapping. This research

method was Classroom Action Research. This study was carried out in three cycles, each cycle including the

stages of planning, action, observation and reflection. Data collection techniques use written tests and

observations. Data analysis techniques use these steps: manage raw data, present the data, draw conclusion,

and reflect. Based on the results of research that has been obtained in Cycle I,classical completeness was 64%

with an average score of 69.3. In Cycle II, classical completeness increased to 76% with an average score of

76.5, and in Cycle III, classical completeness increased to 84% with an average score of 82.4. Thus, it can be

concluded that mind mapping could improve students’ concepts understanding in Social Studies. Mind

mapping made students easily in explaining concepts, identifying or providing examples of concepts,

comparing concepts with other concept, and inferring concepts.

1 INTRODUCTION

Social Studies is an integrated study material which

is simplification, adaptation, selection and

modification ot the concepts of geography, history,

anthropology, sociology and economics. Social

Studies is one of the subjects given in elementary

schools which are designed to develop knowledge,

understanding, analytical skills and sensitivity to

social problems that occur in the community, have a

positive mental attitude to overcome any inequalities

that occur, and are skilled at overcoming any

problems, both those that befall themselves and

society.

In the Level of Education Curriculum Unit (2016)

it is stated that the objectives of Social Studies are to:

(a) recognize concepts related to the life of the

community and its environment; (b) has the basic

ability to think logically and critically, curiosity,

inquiry, problem solving, and skills in social life; (c)

have commitment and awareness of social and human

values; and (d) having the ability to communicate,

cooperate and compete in a pluralistic society, at the

local, national and international levels.

Based on the formulation of these objectives, the

understanding of concepts is the first thing that

students must master as a basis for developing higher

abilities. Anderson et al (2014) divided seven

categories of cognitive processes to understand

namely: 1) Interpret, which is changing information

from one form to another. 2) Provide examples of

general concepts or principles. 3) Classify, which is

knowing that something is included in certain

categories such as concepts or principles. 4)

Summarizing, namely proposing a sentence that

represents information received or abstracts a theme.

5) Summing up, which includes the process of finding

patterns in a number of examples. 6)

Comparing, which involves the process of detecting

similarities and differences between two or more

objects, events, ideas, problems, or situations. 7)

Explain, namely making and using a causal model in

a system.

According to Jihad (2013), understanding of

concepts is a competency shown by students in

understanding concepts and in performing procedures

(algorithms) flexibly, accurately, efficiently and

precisely. Eggen and Kauchak (2012) stated that

Aningsih, ., Rikmasari, R., Budianti, Y., Qodariyah, L. and Waluya, J.

Improving Concepts Understanding in Social Studies through Mind Mapping.

DOI: 10.5220/0009940621832190

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2183-2190

ISBN: 978-989-758-458-9

2183

understanding of concepts can be measured in four

ways, namely defining concepts, identifying

characteristics of concepts, identifying or providing

examples of concepts that have never been met

before, and connecting concepts with other concepts.

Based on preliminary observations in fifth grade

of Bani Saleh 2 Elementary School, it could be

identified that students were less able to explain the

concepts, indentify or provide examples other than

examples given by the teacher, comparing concepts

with other concepts and concluding the concepts that

have been learned

. Based on the indentification of

these problems, it can be concluded that students’

concept understanding was very low. These problems

must be addressed immediately because

understanding concepts is the basis for achieving

higher abilities.

Concepts on Social Studies in Elementary School

including (1) Human, Place and Environment, (2).

Time, Sustainability and Change, (3) Social and

Cultural Systems, and (4) Economic Behavior and

Welfare. (Content Standard, 2016). Various learning

methods and techniques are studied to enable the

abstract concepts to be understood by the child. The

introduction of concepts in Social Studies must be

done by linking concepts from one subject matter to

another subject matter so that the learning process

must be directed also to a process of changing student

behavior. With the association of the concept of the

subject matter, students are able to develop the

material that has been given previously by the

teacher.

To overcome the problem of students’ concept

understanding, one solution that can be used is to use

learning methods that can organize ideas and develop

students' thinking skills, one of which is mind

mapping. Buzan (1993) described mind mapping as

"a powerful graphic technique which provides a

universal key to unlocking the potential of the brain."

He has championed mind maps for studying,

remembering and learning. The essential elements of

any mind map are (1) a main topic represented with a

central image; (2) important themes radiating from

the central image as branches; (3) branches comprised

of a key image or keyword printed on an associated

line to a connected nodal structure and (4) the

incorporation of color to clarify or emphasize

connections. The method mind mapping relates to the

optimization of the memory of students and the

ability to understand the concept of a material through

recording activities, therefore students can explore

and express their ideas as a form of active

participation in classroom learning activities. The use

of mind mapping in the learning of Social Studies

aims to direct students in storing learning materials in

Social Studies into their brain memory to be more

directed and well organized so that it will make it

easier to understand a subject matter.

Previous studies on the use of mind mapping in

learning have been carried out in various countries, as

has been done by Al Jarf (2011), Adodo (2013),

Fiktorius, (2013), Balim (2013), Buran & Filyukov

(2015), Rosciano (2015) Ravindranath, de Abrew, &

Nadarajah (2016), Parikh (2016), and Merchie & Van

Keer (2016). These studies found that mind mapping

is an innovative and effective method to facilitate

student learning. Unlike traditional teaching in

classes, visualizing ideas through mind mapping help

students to think better and separate complex

problems into simpler topics. It helps students to

understand and analyze ideas through visual elements

to categorize it such as, upper and lower case,

keywords, colors, symbols, codes and images. It is

considered to be up-to-date, creative, useful and

available tools for students, educators and

researchers.

The purpose of this study was to improve

students’ concepts understanding in Social Studies

through mind mapping. The results of this study can

be used as consideration for teachers to manage

classes and organize learning materials and improve

the quality and learning outcomes, especially in

improving students’ concepts understanding.

2 LITERATURE REVIEW

Social Studies is a subject that examines a set of

events, facts, concepts, and generalizations relating to

social and citizenship issues. Therefore, one of the

objectives of IPS is that students have the ability to

understand concepts related to people's lives and their

environment, explain the interrelation between

concepts and apply concepts flexibly and precisely in

problem solving. Understanding concepts in Social

Studies is very important because with the ability to

understand the concepts in social studies are good and

right, students are expected to develop and train

attitudes, values, morals, and skills that are useful for

themselves, society and the country based on the

concepts that have been it has.

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2.1 Concept Understanding

Understanding is one's ability to understand or

understand something. In other words, understanding

is knowing about something and can see it in various

aspects. Someone is said to understand something if

he can provide an explanation and imitate it by using

his own words. Anderson et al. (2014) stated that

understanding is defined as constructing the meaning

of instructional messages, including oral, written, and

graphic communication. This opinion explains that a

person is said to understand something if they are able

to construct the meaning of teaching messages such

as oral communication, writing, and graphics. A

person is able to understand a new knowledge when

he is able to build a relationship between the newly

integrated knowledge and the cognitive scheme that

already exists in him.

Understanding consists of seven types, namely

interpreting, exemplifying, classifying, summarizing,

inferring, comparing, and explaining. The seven types

of understanding are explained as follows: 1)

Interpreting occurs when students are able to convert

information from one representation to another.

Interpretation includes the conversion of words into

words, images into words, and so on; 2)

Exemplifying occurs when students are able to

provide specific examples or examples of general

concepts or principles. Exemplifying involves finding

the characteristics of a general concept or principle;

3) Classifying occurs when students recognize that

something (a particular instance or event) belongs to

a particular category (eg concept or principle).

Classifying includes the discovery of relevant

characteristics or patterns, which match specific

examples and concepts or principles;

4) Summarizing occurs when students are able to

propose a single statement that represents the

presentation of information or a summary of a general

theme. Summarizing includes the construction of an

information representation, making a summary, such

as determining the main theme or topic; 5) Inferring,

including finding patterns and a series of examples or

events. Summing up occurs when students are able to

summarize concepts or principles which consist of a

series of examples or events through coding the

relevant characteristics of each event;

6) Comparing occurs when students find similarities

and differences between two or more objects, events,

problems, or situations; and 7) Explaining occurs

when students are able to build and use a causal model

of a system. Models can be derived from formal

theories, or can be based on research or experience. A

complete explanation involves constructing a causal

model, including every major part of the system or

every major event in a series, and using a model to

determine changes in one part of the system or

relationship in a series that affect changes in other

parts.

Rosser in Sagala (2014) stated that concepts are

"an abstraction that represents a class of objects,

events, activities, or relationships that have the same

attributes". People experience different stimuli, form

concepts according to groupings - grouping stimulus

in a certain way. These concepts are abstractions

based on experience, and because no two people have

exactly the same experience, the concepts that people

form may differ.

Klausmeier in Dahar (2011) suggested that there

are four levels of concept achievement. These levels

appear in an invariant sequence. People arrive at the

highest level of achievement at different speeds and

there are concepts that have never been reached at the

highest level. Four levels of concept achievement

according to Klausmeier, namely: 1) Concrete

level. We can conclude that someone has reached the

concept at a concrete level if the person knows an

object that he has faced; 2) Level of identity. At the

level of identity, a person will recognize an object: (a)

after a period of time, (b) if the person has a different

spatial orientation to the object, (c) if the object is

determined by a different sensory method, for

example knowing a the ball by touching the ball is not

by looking at it; 3) Level of classification. At the

classification level, students recognize the equations

of two different examples of the same class. Although

students cannot determine attribute criteria or

determine words that can represent the concepts, they

can classify examples and non-concept examples; and

4) formal level. For concept achievement at a formal

level, students must be able to determine attributes

that can limit the concepts.

According to Asep Jihad and Abdul Haris (2012)

understanding of concept is a competency

demonstrated by students in understanding the

concept and in performing procedures in a flexible,

accurate, efficient and appropriate manner. Eggen

and Kauchak (2012) stated that concepts

understanding can be measured through four ways

that defining concepts, identifying characteristics of

concepts, identifying or providing examples of

concept that have never been before, and connecting

concepts with other concepts. In this study, indicators

of concepts understanding were selected as

explaining concepts, identifying or providing

examples of concepts, comparing concepts with other

concepts, and inferring concepts.

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2.2 Mind Mapping

Buzan (1993) described mind mapping as "a powerful

graphic technique which provides a universal key to

unlocking the potential of the brain." He has

championed mind maps for studying, remembering

and learning. The essential elements of any mind

map are (1) a main topic represented with a central

image; (2) important themes radiating from the

central image as branches; (3) branches comprised of

a key image or keyword printed on an associated line

to a connected nodal structure and (4) the

incorporation of color to clarify or emphasize

connections.

According to Saleh (2009) mind mapping is "a

diagram that is used to present words, ideas, work, or

other things that are connected and arranged radially

around a word containing the main idea". Mind

mapping is an activity of recording the subject matter

in the form of mind maps by empowering the left

brain and right brain, the difference in mind mapping

is that the style of recording is more creative than

ordinary notes, said to be creative because the making

of mind mapping requires the use of imagination from

the maker, such as making pictures, symbols , charts,

color usage, and the ability to express association

power and creative power that are integrated into tree

techniques.

Sani (2013) explained that mind mapping is a

form of learning that is used to train the ability to

present content with mind mapping. Mind mapping

results in the form of mind maps. Mind map is a

diagram used to present words, ideas, tasks or other

things that are linked and arranged around the main

idea keywords.

In this study, researchers applied mind mapping

steps as suggested by Sani (2013), namely: 1) The

teacher conveys the competencies to be achieved;

2) The teacher expresses the concepts or problems

that students will respond to and should have

problems that have alternative answers; 3) Form

groups with 2-3 members; 4) Each group inventories

or records alternative answers to the results of the

discussion; 5) Each group (or randomly selected

groups) read the results of the discussion; 6)

Students make mind maps or diagrams based on

alternative answers that have been discussed; 7)

Some students are given the opportunity to explain

the idea of mapping their thinking concepts; and 8)

Students are asked to make conclusions and the

teacher gives a comparison according to the concept

provided (Sani 2014).

2.3 Social Studies

Fajar (2009) stated that Social Studies is a subject that

examines a set of events, facts, concepts, and

generalizations related to social issues and

citizenship. Meanwhile, Nurhadi (2011) described

that Social Studies is an integration of various

branches of the social sciences, such as sociology,

history, geography, economics, politics, law, and

culture. Social Sciences is formulated on the basis of

reality and social phenomena which embody an

interdisciplinary approach from aspects and branches

of social science. Social Studies is a subject that can

deliver students to be able to answer basic problems

about individuals, society, social institutions, social

change, and people's lives (Sapriya, 2016).

Djahiri (Yaba, 2006) stated that social studies is a

science that combines a number of selected concepts

from the branches of social sciences and other

sciences and then is processed based on the principles

of education and is actively used as a teaching

program in schools. In the Level of Education

Curriculum Unit (2016) it is stated that the objectives

of Social Studies in Elementary Schoole are to: (a)

recognize concepts related to the life of the

community and its environment; (b) has the basic

ability to think logically and critically, curiosity,

inquiry, problem solving, and skills in social life; (c)

have commitment and awareness of social and human

values; and (d) having the ability to communicate,

cooperate and compete in a pluralistic society, at the

local, national and international levels.

3 METHODS

This study used Classroom Action Research

(CAR) methods. According to Arikunto, et al (2015),

Classroom Action Research is a study that describes

the cause and effect of the treatment, as well as

describes what happens when the treatment is given,

and describes the entire process from the beginning

of the treatment to the impact of the treatment. The

design of this study refers to the opinion expressed by

Arikunto (2015) that there are four stages in the action

research activities, namely: (1) planning, (2)

implementation, (3) observation, and (4) reflection.

These stages can be illustrated by the following chart:

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Figure 1. Classroom Action Research Chart

This research was conducted in 2017. Subjects in

this study were fifth grade students of Bani Saleh 2

Elementary School in Bekasi, Indonesia amounting to

25 students. There were two instruments to obtaine

data in this research. The first instrument was written

test to measure students' concepts understanding and

the second instrument was learning observation sheet

to observe the enforceability of mind mapping.

Analysis in this research includes these steps: (1)

manage raw data, (2) present the data, (3) draw

conclusions, and (4) reflect.

4 RESULTS

Based on the written test results at the end of Cycle I,

it was obtained that the total score was 1,733 with an

average score of 69.3. The maximum score was 83

and the minimum score was 50. 16 of the 25 students

have reached the Minimum Completness Criteria,

namely 70. This means that classical learning

completeness in the Cycle I reached 64%. In Cycle II,

the total score was 1,913 with an average score of

76.5. The maximum score was 90 and the minimum

score 63. 19 of the 25 students have reached the

Minimum Completeness Criteria. This means that

classical learning completeness in Cycle II reached

76%. In Cycle III the total score of was 2,060 with an

average score of 82.4. The maximum score was 97

and the minimum score was 63. 21 of the 25 students

have reached the Minimum Completeness Criteria.

This means that classical learning completeness in

Cycle III reached 84%.

Here is presented a percentage recapitulation of

students' classical learning completeness in Cycle I,

II, and III:

Figure 2: Recapitulation of Percentage of Classical

Learning Completeness

Based on the diagram above, it can be seen that in

cycle I to cycle III there was an increase in classical

learning completeness. Cycle I reached 64%, cycle II

reached 76%, and cycle III reached 84%. The

percentage increase in classical learning

completeness was also followed by an increase in the

average score as shown in the following diagram:

Figure 3: Recapitulation of Average Score of Students’

Understanding Concept

From the diagram above it can be seen that the

average value of students has increased. The average

value of students in Cycle I reached 69.3, the average

value in Cycle II reached 76.5, and the average value

in Cycle III reached 82.4.

In addition to an increase in the percentage of

classical completeness and average scores as

explained above, the researcher also found an

increase average score acquisition for every aspect of

understanding the concept. Obtaining average scores

64%

76%

84%

20%

40%

60%

80%

100%

Cycle I Cycle II Cycle III

Persentage

69.3

76.5

82.4

100

Cycle I Cycle II Cycle III

Average Score

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on aspects of students' concept understanding in cycle

I, cycle II, and cycle III can be described in the table

below.

Table 1: Recapitulation of Average Score of Concept

Understanding Indicators.

Indicators of

Concepts

Understanding

Average Score

Cycle

III

Explaining

69.7 76 82

Identifying/

Providing

68.9 77.3 83.1

Comparing

69.3 76 82

Inferring

69.3 77.3 82.7

Based on observation results on the activities of

the researcher in applying mind mapping in Cycle I,

II, and III, there were several learning steps that have

been designed in lesson plan but were not

implemented. There were 21 learning steps in each

learning plan that has been compiled. In Cycle I, there

were five learning steps that were not implemented,

namely the researcher did not convey learning

objectives to be achieved, did not involve students to

actively ask questions in learning activities, did not

ask questions about things that students have not

understood, did not provide feedback and

strengthening of students' answers, and did not

provide conclusions about the material that has been

delivered. In Cycle II, the researcher tried to improve

the learning process, but there were still some stpes

that had not been carried out such as the researcher

did not involve students to actively ask questions in

each learning activity, did not provide feedback and

reinforcement on students' answers, and did not ask

questions about the material has delivered. In Cycle

III, there was one step that has not been carried out,

namely the researcher did not ask questions about

things that students have not understood.

5 DISCUSSION

Based on the research results obtained, it can be seen

that students' understanding of concepts in Social

Studies increased in each cycle after the mind

mapping was applied. In Cycle I, classical

completeness was 64% with an average score of 69.3.

It was a good start enough because the minimum

completeness criteria in this subject is 70 but this

research must be continued to Cycle II because it has

not reached the criteria for success of the research that

has been determined, namely 80% of the number of

students reach a score of 70. One of the causes of the

lack of success of the research in this Cycle I was

because there are several learning activities that have

been arranged in the learning plan but not carried out

by researchers. This certainly affected the quality of

learning processes and outcomes.

Based on the implementation of learning and

observation results in the Cycle I, the researcher

made a reflection of the activities that have been

carried out, namely: 1) There were still many students

who need explanation several times in order to

understand the assignment given; 2) Students were

less active in learning, they only listened to the

teacher's explanation and when the teacher gave the

questions there were only a few students who

answered; 3) There were many students who joked

and did not pay attention when the teacher explained

the material or when discussed with group friends;

4) The researcher was unable to take full advantage

of learning time; 5) The researcher was unable to

condition the class properly; and 6) There were many

students who seem shy to read the results of the

discussion in front of the class.

To improve the learning process and results in

Cycle I, the researcher planed actions in Cycle II as

follows: 1) The researcher provided explanations of

tasks in stages, repeatedly and did not too quickly so

the students will understand the tasks given; 2)

The researcher must be more sensitive to students

who were less focused on learning by approaching

students and emphasizing to each student to actively

asked questions if they experience difficulties; 3)

Before starting learning, the researcher made an

agreement first so that students will not joke when

learning; 4) The researcher made maximum use of

study time; 5) The researcher tried to condition the

class well; and 6) The researcher must always provide

motivation and guidance to students so that they were

more confident, brave in expressing their opinions

and ideas.

In Cycle II, classical completeness increased to

76% with an average score of 76.5. This result was

quite good but the research still has to be continued to

reach success criteria in this study. Although the

researcher have tried to improve the learning process,

there were still some activities in the learning plan

that have not yet been implemented. Based on the

results of observations in Cycle II, it was seen that

students' attention to the subject matter was not

maximized because there were still some students

who played or joked with their friends when the

teacher was explaining the material or when students

were conducting group discussions. For that reason,

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the improvement step in Cycle III was directing and

motivating students to focus on the material.

In Cycle III, classical completeness increased to

84% with an average score of 82.4. With these results,

the study was stopped because it had reached the

research success criteria set out in this study.

However, in this third cycle there was still one

activity in the learning plan that has not been

implemented. This needs to be a concern for further

researchers to implement all learning plans that have

been prepared so that they will get better results.

According to these results, it could be concluded

that this research has been successful. Mind mapping

could improve students’ concepts understanding in

Social Studies. Mind mapping made students easily

in explaining concepts, identifying or providing

examples of concepts that have never been met

before, comparing with other concepts, and

concluding the concepts.

This is in accordance with Buzan's (1993) opinion

that the mind mapping strategy as a way to enable

students to make connections that may improve one's

ability to receive, hold, analyze, produce, and control

information and concepts. The mind mapping

supports constructive theory of premise knowledge

acquisition through interaction with objects and

events using one 's senses to link new information

with things already stored in the brain. (Vitulli &

Giles, 2016).

The results of this study corroborate the results of

previous studies. According to Al-Jarf (2011),

creating a mind map of assist students in obtaining

related rather than isolated knowledge. The mind

maps provide students with meaningful displays so

that learners can develop a holistic understanding of

the content presented (Fiktorius, 2013). Balim (2013)

was identifying the effects of the mind-mapping

technique upon students' perceptions of inquiry-

learning skills, academic achievement, and retention

of knowledge.

The result of the study shows that there

is a significant difference in favour of the

experimental group over the control group regarding

the academic achievement, scores of retention of

learning, and perception of inquiry-learning skill

scores, both on cognitive and affective levels.

Adodo’s study (2013) showed that mind-mapping

strategy as a SRL, helped to improve students

performance in BST and should be employed in the

classroom as a better approach to teach Basic Science

and Technology (BST). Mind mapping was effective

at improving learners’ critical thinking and creative

skills.

Rosciano (2015) stated that mind maps can help

students to illustrate a vision, exhibit their contextual

knowledge and creativity, and make associations

about a central theme during this activity. Buran &

Filyukof”s study (2015) concluded that mind

mapping technique is considered to be up-to-date,

creative, useful and available tool for students,

educators and researchers. Parikh (2016) found that

the mind mapping technique was more effective than

traditional method. Merchie & Van Keer’s study

(2016) showed that the greatest overall gains for

students in the student-generated mind-map condition

as to the quality of their informative text traces and

graphical design. Ravindranath, et.al study (2016)

found that mind mapping can help in summarizing the

PBL discussion.

Authors recommend to schools to support the

application of mind mapping to improve the quality

of learning in Social Studies as well as in other

subjects that can be adjusted to the character and

purpose of the subject matter, as well as the time and

conditions at school to achieve the desired results.

The teacher is expected to be able to apply mind

mapping to convey the subject matter quickly,

improve the students’ concepts understanding,

motivation and concentration in learning. The author

also recommends other researchers to develop similar

research in a wider scope.

6 CONCLUSIONS

Based on the results of the research and discussion, it

can be concluded that mind mapping could improve

concepts understanding in Social Studies. Mind

mapping made students easily in explaining concepts,

identifying or providing examples of concepts,

comparing concepts with other concepts, and

inferring concepts.

ACKNOWLEDGEMENTS

The authors would like to thank to Universitas Islam

45 and Bani Saleh 2 Elementary School who have

facilitated this research.

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