The Effect of Mind Mapping Learning Model on Students’ Mathematical Conceptual Understanding of Algebraic Function Derivatives: A Quasi-Experimental Study

Samsuriadi Samsuriadi; Indrawati Indrawati; Muh. Rusmayadi

doi:10.58421/misro.v5i2.1660

DOI:

https://doi.org/10.58421/misro.v5i2.1660

Authors

Samsuriadi Samsuriadi Universitas Nahdlatul Wathan Mataram
Indrawati Indrawati Universitas Nahdlatul Wathan Mataram
Muh. Rusmayadi Universitas Nahdlatul Wathan Mataram

Keywords:

Algebraic function derivatives, Conceptual understanding, Mind mapping

Abstract

Mathematical conceptual understanding is a fundamental competency in secondary mathematics learning, particularly challenging for topics such as algebraic function derivatives. Limited studies have specifically examined mind mapping as a standalone intervention for this topic at the senior high school level in the Indonesian context. This study examines the effect of the mind mapping learning model on students’ mathematical conceptual understanding of algebraic function derivatives. Quasi-experimental pre-test post-test non-equivalent control group; 42 students (23 experimental, 19 control); five-item essay instrument; Cronbach’s α = 0.78; eight instructional meetings; SPSS 29. The findings indicate = 3.478, p = 0.001, Cohen’s d = 1.07; post-test mean experimental (78.43) vs control (69.05). Mind mapping significantly and practically improved conceptual understanding. Mind mapping is a viable alternative strategy for teachers to deepen conceptual mastery of derivative rules.

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