The Impact of Problem Based Learning with Mind Mapping on Learning Outcomes in Ecosystem Lesson
DOI:
10.29303/jppipa.v11i7.11284Published:
2025-07-25Downloads
Abstract
Education plays a critical role in shaping the cognitive, affective, and psychomotor development of students. In the 21st century, students are expected not only to acquire knowledge but also to develop the ability to think critically, solve problems, and apply concepts in real-life situations. For this reason, this study aims to determine the effect of applying the problem-based learning model assisted by mind mapping on student learning outcomes in ecosystem lesson. This research employed a quasi-experimental approach using the Pretest-Posttest Non-Equivalent Control Group Design, involving both control and experimental classes. The study population included all tenth-grade students at SMA Negeri 1 Biau. Through purposive sampling, four classes were selected, totaling 121 students. Learning outcomes data were collected using a test instrument comprising 30 multiple-choice questions. The data were analyzed using the Mann-Whitney statistical test at a significance level of 0.05. The analysis results revealed that the use of the problem-based learning model combined with mind mapping had a statistically significant impact on student learning outcomes, with a p-value less than 0.05 (0.000 < 0.05). Therefore, it can be concluded that the integration of mind mapping within the problem-based learning model has a positive influence on learning achievement. These findings suggest that this instructional approach is effective and can be implemented in lessons focused on ecosystem.
Keywords:
Ecosystem Learning outcomes Mind-mapping Problem based learningReferences
Adodo, S. O. (2013). Effect of Mind-Mapping as a Self Regulated Learning Strategy on students’ achievement in basic science and Technology. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2013.v4n6p163
Agustina, P. R., & Joyoatmojo, S. (2024). Penerapan Model Pembelajaran Problem Based Learning (PBL) Berbantuan Media Mind Mapping untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas XI Pemasaran 2 SMK Negeri 6 Surakarta. Innovative: Journal Of Social Science Research, 4(4), 12676-12687. https://doi.org/10.47668/edusaintek.v9i2.491
Areeisty, K., Hasanuddin, & Sarong, M. A. (2020). The implementation of problem-based learning with mind mapping to improve students’ learning motivation. Journal of Physics, 1460, 012061. https://doi.org/10.1088/1742 6596/1460/1/012061
Asih, L. P. A. M., & Wiyasa, I. K. N. (2023). The Influence of the Mind Mapping Assisted PBL Model on the Critical Thinking Ability of Fifth Grade Elementary School Students. Journal for Lesson and Learning Studies, 6(2), 330-340.
Astriani, D., Susilo, H., Suwono, H., Lukiati, B., & Purnomo, A. (2020). Mind mapping in learning models: A tool to improve student metacognitive skills. International Journal of Emerging Technologies in Learning (iJET), 15(6), 4-17.
Chen, C. H., Chou, Y. Y., & Huang, C. Y. (2016). An augmented-reality-based concept map to support mobile learning for science. The Asia-Pacific Education Researcher, 25, 567-578.
Dolder, C. R., Olin, J. L., & Alston, G. L. (2012). Prospective measurement of a Problem-Based Learning Course sequence. The American Journal of Pharmaceutical Education, 76(9), https://doi.org/10.5688/ajpe769179
Eppler, M. J. (2006). Information Visualization A comparison between concept maps, mind maps, conceptual diagrams, and visual knowledge construction and sharing. Information Visualization, 5, 202 – 210. https://doi.org/10.1057/palgrave.ivs.9500131
Erina, Z. E., Susilo, H., & Setiawan, D. (2025). Mind mapping assisted with picture media using learning ownership approach integrated with PjBL to increase students’ collaboration skills and cognitive learning outcomes. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 83-103.
Gao, X., Wang, L., Deng, J., Wan, C., & Mu, D. (2022). The effect of the problem-based learning teaching model combined with mind mapping on nursing teaching: A meta-analysis. Nurse Education Today, 111, 105306. https://doi.org/10.1016/j.nedt.2022.105306
Günter, T., & Alpat, S. K. (2017). The effects of problem based learning (PBL) on the academic achievement of students studying ‘Electrochemistry.’ Chemistry Education. Research and Practice, 18(1), 78–98. https://doi.org/10.1039/c6rp00176a
Huda, K. (2020). Modul pembelajaran SMA biologi kelas X: perubahan lingkungan. [Teaching Resource]. https://repositori.kemdikbud.go.id/22020/
Husna, S., Abdullah, A., & Nurmaliah, C. (2013). Penerapan model problem-based learning pada konsep perusakan dan pencemaran lingkungan untuk meningkatkan sikap peduli lingkungan siswa SMA Negeri 1 Sabang. Jurnal Edubio Tropika, 1(2), 97–100. https://jurnal.usk.ac.id/JET/article/view/5231
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers & Education, 69, 121-130.
Jones, B. D., Ruff, C., Snyder, J. D., Petrich, B., & Koonce, C. (2012). The effects of mind mapping activities on students’ motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). https://doi.org/10.20429/ijsotl.2012.060105
Khairunnisa, Abdullah, Kharil, Hasanuddin, & Rahmatan, H. (2022). The Influence of Problem Based Learning Models combined with Flashcard Media on Creative Thinking Skills of Students. Jurnal Penelitian Pendidikan IPA, 8(1), 247–251. https://doi.org/10.29303/jppipa.v8i1.1154
Kundariati, M., Ibrohim, I., Rohman, F., & Nida, S. (2025). Navigating climate change education: a problem-oriented project-based learning in secondary schools. Science Activities, 1-15.
Liu, Y., Zhao,G., Ma, G., & Bo, Y.(2014). The effect of mind mapping on teaching and learning： A meta analysis. Standard Journal of Education and Essay, 2(2014), 17–31.
Loyens, S. M. M., Jones, S. H., Mikkers, J., & Van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34 42.
Maker, C. J., Zimmerman, R., Gomez-Arizaga, M. P., Pease, R., & Burke, E. M. (2015). Developing real-life problem solving: Integrating the DISCOVER problem matrix, problem based learning, and thinking actively in a social context. In Applied practice for educators of gifted and able learners, 131-168. Rotterdam: SensePublishers.
Murisqa, L., & Nurmaliah, C. (2024). The Impact of Project Based Learning with Aquascapes on Metacognitive Skills and Learning Outcomes in Ecosystem Lesson. Jurnal Penelitian Pendidikan IPA, 10(12), 11070-11076.
Nuraini, N., Asri, I. H., & Fajri, N. (2023). Development of project based learning with steam approach model integrated science literacy in improving student learning outcomes. Jurnal Penelitian Pendidikan IPA, 9(4), 1632-1640.
Ristiliana, R., Nurasmawi, N., Hartanto, D., Akhyar, A., & Yuliana, I. (2022). The Effect of Using Mind Mapping Strategy towards Students’ Learning Activities. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3807–3812. https://doi.org/10.35445/alishlah.v14i3.1671
Silaban, A. P. W., & Manalu, K. (2024). Development of a mindmap-based module to improve student learning outcomes in ecosystem biology learning material. BIOINOVED: Jurnal Biologi-Inovasi Pendidikan, 6(1), 48-55.
Swari, N. P. P., & Manuaba, I. B. S. (2022). Mind Mapping Berbasis Problem Based Learning sebagai Media Pembelajaran Menarik bagi Siswa Kelas V SD. Journal for Lesson and Learning Studies, 5(1), 117-126.
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Medical Education, 22(1), 1 12. https://doi.org/10.1186/s12909-022-03154-8
Tseng, H. C., Chou, F. H., Wang, H. H., Ko, H. K., Jian, S. Y., & Weng, W. C. (2011). The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students. Nurse Education Today, 31(8), e41–e46. https://doi.org/10.1016/j.nedt.2010.11.020
Wang, C. C. (2021). The process of implementing problem-based learning in a teacher education programme: an exploratory case study. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1996870
Yang, K., Chen, H., Liu, C., Zhang, F., & Jiang, X. (2022). Effects of reflective learning based on visual mind mapping in the fundamentals of nursing course: A quasi-experimental study. Nurse Education Today, 119, 105566. https://doi.org/10.1016/j.nedt.2022.105566
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning : An overview of its process and impact on learning. Health Professions Education, 2(2), https://doi.org/10.1016/j.hpe.2016.01.004)
License
Copyright (c) 2025 Mohammad Jamhari, Yulia Windarsih, Manap Trianto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
