DEVELOPMENT OF AN ADVANCE ORGANIZER–BASED MIND MAPPING LEARNING MODEL TO ENHANCE MEANINGFUL MATHEMATICS LEARNING IN ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.66303/7k721n81Keywords:
Advance Organizer, Mind Maping, Meaningful learning, mathematics education , elementary schoolAbstract
Meaningful mathematics learning in elementary schools remains a challenge because classroom practices often emphasize procedural skills rather than conceptual understanding. Integrating the Advance Organizer strategy with mind mapping techniques is considered a promising approach to help students connect prior knowledge with new mathematical concepts more meaningfully. This study aims to develop and evaluate an Advance Organizer–based Mind Mapping learning model to enhance meaningful mathematics learning among elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study was conducted at SDN 15 Bonto Jai during October–November 2025. The participants consisted of 72 fifth-grade students and three mathematics education experts who served as validators. Data were collected through expert validation sheets, classroom observation instruments, teacher and student response questionnaires, and mathematics learning outcome tests. Data were analyzed using descriptive statistics and effectiveness testing through a paired sample t-test. The results indicated that the developed learning model achieved a high level of validity (mean expert validation score = 3.78 out of 4.00), high practicality (teacher and student response rate = 91%), and strong effectiveness. Students’ meaningful mathematics learning outcomes improved significantly after the implementation of the model (t = 9.64, p < 0.001). These findings demonstrate that the Advance Organizer–based Mind Mapping learning model is valid, practical, and effective in improving meaningful mathematics learning for elementary school students.
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