The Effect of Collaborative Learning Aided by Mind Mapping Method on Science Learning Achievement

Abstract

This study aimed at analyzing the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on science learning achievement. This study was a quasi-experiment. The study was done with the fifth grade students in Cluster III and Cluster VII at Sawan District. The sample was selected using multi stage random sampling for three treatment groups. The first experimental group used collaborative learning (n=57), the second experimental group used collaborative learning based on mind mapping (n=52), and the control group used conventional teaching model (n=57). The study used science learning achievement test (r=0.77) and achievement motivation questionnaire (r=0.88) as the instruments for collecting the data. The hypothesis was tested using one-way ANACOVA. The result of hypothesis testing showed that, there was the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on the fifth grade students’ science learning of the elementary schools in Cluster III and Cluster VII at Sawan District (F= 65.6 and p< 0.05).