Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills

Year 2023, Volume: 10 Issue: 4, 166 - 180, 01.07.2023

Liah Badriah Susriyati Mahanal , Betty Lukiati Murni Saptasari

https://doi.org/10.17275/per.23.65.10.4

Cited By: 1

Abstract

Problem-solving skills are a series of complex thought processes that play an important role in the 21st century learning process. Problem-solving skills must be an important focus because they direct students to problem-solving activities and find alternative solutions that are needed objectively in learning or in everyday life. The purpose of this study was to examine the effect of Collaborative Mind Mapping (CMM)-Assisted RICOSRE on improving students' problem-solving skills. This study uses a nonequivalent pretest-posttest control group design with three classes of the Biology Education Study Program at Siliwangi University in Tasikmalaya, Indonesia. This study recruited 100 students, 40 students were in the experimental group with the RICOSRE-CMM model, 35 students in the positive control group used RICOSRE, and 25 students in the negative control group applied direct instruction. The effectiveness of RICOSRE-CMM model learning towards improving problem-solving abilities was evaluated at two points, namely pre-course and post-course. Essay questions were used to collect research data and assess students' problem-solving skills. A rubric is used to evaluate student responses. The findings of this study indicate that the RICOSRE-CMM learning model significantly affects Siliwangi University students' problem-solving skills in Tasikmalaya. Studying with RICOSRE-CMM can simplify students' complex thinking processes toward frequently encountered problems. Systematically organized visualization can help speed up the process of finding solutions effectively and efficiently.

Keywords

Collaborative mind mapping, RICOSRE, students’ problem-solving skills

Supporting Institution

Ministry of Education, Culture, Research, and Technology

Project Number

092/E5/PG.02.00.PT/2022

Thanks

The first author of this study would like to thank the Ministry of Education, Culture, Research, and Technology for supporting the funding of the doctoral dissertation research through DRTPM (Contract Number: 092/E5/PG.02.00.PT/2022 and LP2M UM Contact Number: 9.5.77/UN32.20.1/LT/2022).

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