Application of the Concept Map Method of Audio Visual Learning Media in Improving Science Learning Outcomes on Dynamic Electricity Material in Class IX

Titin Rahmayanti Rambe; Dinesh Elango; Wina Mariana Parinduri; Renni Ramadhani Lubis; Dyan Wulan Sari HS

doi:10.33578/

Authors

Titin Rahmayanti Rambe STKIP AL MAKSUM, North Sumatra, Indonesia Author https://orcid.org/0000-0003-1388-4442 (unauthenticated)
Dinesh Elango Assumption University of Thailand, Bangkok, Thailand Author
Wina Mariana Parinduri STKIP AL MAKSUM, North Sumatra, Indonesia Author https://orcid.org/0000-0002-2217-4576 (unauthenticated)
Renni Ramadhani Lubis STKIP AL MAKSUM, North Sumatra, Indonesia Author https://orcid.org/0009-0000-4888-7147 (unauthenticated)
Dyan Wulan Sari HS Unika Santo Thomas, North Sumatra, Indonesia Author https://orcid.org/0000-0001-6766-7641 (unauthenticated)

DOI:

https://doi.org/10.33578/

Keywords:

Concept Map Learning Method, Science Learning Outcomes, Dynamic Electricity

Abstract

This study was motivated by the low science learning outcomes of ninth-grade students at SMP Negeri 2 Labuhan Deli. The study aimed to improve students' science learning outcomes by using the concept map method. The research instruments used in this study were 1. Observation 2. Test questions. From the data analysis, there was an improvement in students' learning outcomes. In the pre-test on dynamic electricity, only 7 students (33.3%) achieved a score of 70 or above, while 14 students (66.6%) did not. The average pre-test score was 62. After being taught using the concept map method, in the post-test, 18 students (85.7%) were deemed to have achieved mastery if their scores were equal to or above the minimum passing grade of 70, while 3 students (14.3%) did not achieve mastery. It was concluded that the Concept Map learning method on dynamic electricity material is quite effective to apply because it can improve student learning outcomes. The N-gain test data calculation also yielded an N-Gain score of 46.01%, which falls under the Effective N-Gain Interpretation Category. -Gain Interpretation Category, where a score of 46–75 is interpreted as sufficiently effective in improving student learning outcomes.

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