Mindmap

Penulisan dan demonstrasi ini dimaksudkan sebagai kenang-kenangan dan rasa
terimakasih kami unuk para guru Al Ma’unah yang senantiasa membantu kami dan
membimbing kami dalam kegiatan ril mengajar, tulisan ini sebatas memperkenalkan
pembelajaran berbasis otak dengan peralatan visual yang banyak dipakai di negara-negara maju.
Sebagai manusia biasa yang tak luput dari kesalahan, kami haturkan jutaan maaf atas segala khilaf dan salah kami baik sengaja maupun tidak sengaja selama kegiatan PPl 2 berlangsung  juga dalam penulisan dan demonstrasi ini. Kami sadar betul bahwa kami masih harus banyak belajar lagi.
Tulisan ini diilhami oleh kurikulm 2012 Malysia yang disebut Program I-Think (Thinking Maps) dan temuan Tony Buzan (Mind Maps) seorang ahli paling terkemuka dalam bidang otak dan pembelajaran, yang telah mengarang 95 buku dan telah diterjemahkan ke dalam 30 bahasa di 150 negara.
Thinking Maps dan Mind Maps keduanya adalah Tool for Teaching (perangkat
pembelajaran) berbasis otak dan keduanya fleksibel, dalam arti dapat digunakan menggunakan bantuan teknologi canggih juga dapat digunakan secara manual (menggunakan kertas, papan tulis, dll).
Dengan menyebut asma Allah Yang Maha Mengetahui lagi Maha Bijaksana, dengan
penuh harap tulisan dan demonstrasi ini dapat berguna bagi kita semua, amin...
lebih jelas baca https://www.academia.edu/28066052/Student_Successes_with_THINKING_MAPS_second_edition_

CITATION / REFERENCE - Karim, R. A., Abu, A. G., Adnan, A. H. M., & Suhandoko, A. D. J. (2018). The use of mobile technology in promoting Education 4.0 for higher education. Advanced Journal of Technical and Vocational Education, 2(3), 34-39.

https://dx.doi.org/10.26666/rmp.ajtve.2018.3.6

ABSTRACT - As technology advances, using gadgets like smart phones, ipads, tablets and other mobile devices is becoming popular among people today as the rise in technology is overwhelming. Recently, mobile technologies are playing an increasingly significant role in tertiary level students' academic lives. Moreover, the popularity of mobile technologies among higher education institutions (HEIs) students is increasing dramatically. Many higher education institutions (HEIs) now use mobile technologies and create mobile-optimized versions of their websites or build stand-alone applications that can be downloaded from mobile application stores. Thus, this paper explores the perspectives and practices of mobile learning in higher education 4.0. A survey about students' mobile technology ownership and learning practices show that is high and continues to increase among students. The data were analyzed by calculating the frequencies of the answers to the questionnaire. The paper concludes with a brief discussion of the reviewed studies and it implicates that mobile technology practices has good prospects for teaching and learning in higher education 4.0. Based on these results, it was recommended that more research should be carried out to provide additional knowledge with regard to the replication of the current study for developing students' mobile technology practices toward the era of the Industrial Revolution 4.0 (IR 4.0).

Users nowadays need to manage large amounts of information, including documents, e-mails, contacts, and multimedia content. To facilitate the tasks of organisation, maintenance, and retrieval of personal information, a number of semantics-based methods have emerged; these methods employ (personal) ontologies as an underlying infrastructure for organising and querying the personal information space. In this paper we present OntoFM, a novel personal information management tool that offers a mindmap- inspired interface to facilitate user interactions with the information base. Besides serving as an information retrieval aid, OntoFM allows the user to specify and update the semantic links between information items, constituting thus a complete personal information management tool.

Skripsi dengan judul “Upaya Guru dalam Meningkatkan Daya Ingat Siswa pada Pembelajaran Tematik melalui Metode Pembelajaran Mind Mapping MI Riyadlatul Ulum Pogalan Trenggalek” ini ditulis oleh Evi Fudzliyati, NIM. 12205173164, Jurusan Pendidikan Guru Madrasah Ibtidaiyah, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Syyid Ali Rahmatullah, yang dibimbing oleh Ibu Prof. Dr. Hj. Binti Maunah, M.Pd.I.

Kata kunci: Upaya guru, Mind Mapping, Mind Map Silabus, Mind Map Bab, Mind Map Paragraf

Penelitian ini dilatarbelakangi oleh pentingnya seorang guru untuk mengetahui manfaat metode pembelajaran Mind Mapping yang salah satunya yaitu dapat meningkatkan daya ingat siswa. Sehingga peneliti mengamati upaya-upaya yang dilakukan oleh guru di MI Riyadlatul Ulum Pogalan Trenggalek  dalam menerapkan metode pembelajaran Mind Mapping. Metode pembelajaran Mind Mapping diterapkan pada pembelajaran tematik dalam berbagai jenis.
Fokus penelitian dalam skripsi ini adalah (1) Bagaimana upaya guru untuk meningkatkan daya ingat siswa melalui implementasi metode Mind Mapping jenis Silabus pada pembelajaran tematik di MI Riyadlatul Ulum Pogalan Trenggalek?; (2) Bagaimana upaya guru untuk meningkatkan daya ingat siswa melalui implementasi metode Mind Mapping  jenis Map Bab pada pembelajaran tematik di MI Riyadlatul Ulum Pogalan Trenggalek?; (3) Bagaimana upaya guru untuk meningkatkan daya ingat siswa melalui implementasi metode Mind Mapping jenis Map Paragraf pada pembelajaran tematik di MI Riyadlatul Ulum Pogalan Trenggalek?

Mind maps (MM), is a learning method assisting learners in the visualisation of relationships betweentheoretical concepts. Studies also showed enhancement of data retention, overall comprehension, and creativity inMM users. Thus, MM has been implemented in many medical schools to facilitate medical students’ learningexperiences. Nevertheless, retained mind mapping skills and its effect on the learning outcomes in long-term followupremain unknown.
Methods: A concurrent mixed-methods design with convenient sampling method. All (48) second-year medicalstudents joined a three-day MM workshop. One year later, we surveyed the students who still use MM and thosewho did not. Mind Map Assessment Rubric (MMAR) and Grade Point Average (GPA) were compared between twogroups. Content analysis with data triangulation method was used to explore their preferences and MM skills. Results: We achieved a 100% response rate. 39 (81.2%) of participants were female. The mean age of participantswas 20.6 years (SD = 0.5). 37 students still use MM (77.1%). With MMAR, participants in MM group scored 28.9higher than participants in MM-free group significantly (p = 0.01). There were no differences in the median GPAs toboth groups. However, there was a significant correlation between using MM in learning and the second trimester(year1) (r=0.29, p<0.05). Majority of participants in MM groups stated the advantages of using MM as a toolhelping those organising data and their thought process. On the contrary, students in MM-free group declared thedisadvantages of MM as a time-consuming and missing data from lectures.
Conclusions: Without revision in MM, participants’ skills deteriorated immensely. There was a non-statisticallysignificant trend toward increased learning outcomes with MM group. Further studies to examine whether morefrequent MM use or workshop revision can boost their learning outcomes or not is recommended.

"This paper investigated online communication patterns inside of four student project groups. The main goal of this study was to get insights to regularities that influence the selection of specific communication patterns out of the overwhelming range of
online communication applications. A communication pattern was defined to consist of a task, a communication function and a channel. Respondents were told to make conceptual diagrams by connecting pre-defined snippets for tasks, channels and
functions in a way that represents their individual communication for the project. Afterwards they have been interviewed about their conceptual diagrams. The results show that those patterns are influence both by individual group processes and by specific technological factors that are not group specific."

With the ever-increasing queries related to temporal (or time-related) information, such as the product launching time, in search engine, most web pages will be augmented with such information in the future. Meanwhile, the gradual emergence of the use of electronic textbooks (or e-Textbooks), which enrich the traditional paper-based textbooks with multimedia contents such as interactive quizzes and multimedia-based simulations, has led us to infer that e-Textbooks will be blended with temporal information to support learning. The use of temporal information helps teachers and students to understand the level of prior knowledge required to study a topic, as well as the sequence of learning activities and related sub-topics, that best attains the educational goals. This paper presents a simple yet efficient tool called TimeMap, which is based on mind mapping, to create an e-Textbook called TimeBook that takes account of time-related curriculum and the ability of students to learn via collaboration.