Application of Mind Mapping Technique to Improve Summary Writing Skills in Social Studies Learning Material of Islamic Kingdoms in Indonesia for Class VII Students of State Junior High School 45 Klm

 Application of Mind Mapping Technique to Improve Summary Writing Skills in Social Studies Learning Material of Islamic Kingdoms in Indonesia for Class VII Students of State Junior High School 45 Klm 

Chapter I. Introduction

Background of the Problem

Innovation in the presentation of teaching by teachers is unequivocally crucial for enhancing student learning outcomes. In an ever-evolving educational landscape, static teaching methodologies often fail to capture the dynamic attention and engagement of contemporary learners. As W. James Popham (2020) succinctly states, "Effective instruction is not merely the transmission of information, but the facilitation of genuine understanding and skill development." This underscores the imperative for educators to continuously adapt and refine their pedagogical approaches to meet the diverse needs and learning styles present in today's classrooms. Without such innovation, the potential for students to reach their full academic potential remains significantly curtailed.

Furthermore, traditional didactic methods, characterized by one-way information flow from teacher to student, often neglect the active construction of knowledge that is essential for deep learning. David Perkins (2019) highlights this by asserting, "Understanding is not a matter of simply receiving information, but of making connections and building mental models." When teachers employ innovative strategies, they create opportunities for students to actively participate in the learning process, fostering critical thinking, problem-solving, and creativity. This shift from passive reception to active engagement is fundamental to cultivating a more profound and lasting understanding of subject matter.

The role of the teacher as an innovator extends beyond merely introducing new tools or technologies; it involves a fundamental reimagining of the learning experience itself. According to Tony Wagner (2018), "The world doesn't care what you know, but what you can do with what you know." This sentiment resonates deeply with the need for teachers to design lessons that not only impart knowledge but also equip students with the skills necessary to apply that knowledge effectively. Innovative teaching, therefore, is about empowering students to become lifelong learners, capable of navigating and contributing to a complex world.

However, despite the widely acknowledged importance of innovative teaching, its consistent implementation remains a challenge in many educational settings. Often, teachers face constraints such as limited resources, time pressures, and a lack of adequate professional development opportunities. As John Hattie (2021) observes, "The most powerful single influence enhancing achievement is feedback, but its impact is significantly amplified when teachers are innovative in their delivery." This suggests that while the desire for innovation may be present, the practicalities of embedding it into daily practice require sustained support and a collaborative environment within schools.

The impact of a teacher's pedagogical choices directly correlates with student engagement and, consequently, their learning outcomes. When lessons are presented in a monotonous or uninspiring manner, students are more likely to disengage, leading to decreased motivation and poorer academic performance. Ken Robinson (2017) powerfully argues, "Creativity is as important in education as literacy, and we should treat it with the same status." This emphasizes that an innovative approach to teaching not only improves cognitive outcomes but also nurtures creativity and a genuine love for learning, which are vital for holistic student development.

In essence, the call for innovation in teaching is not merely a passing trend but a fundamental requirement for effective education in the 21st century. Teachers, as the primary facilitators of learning, bear the responsibility of continuously exploring and implementing novel approaches that resonate with their students. As Daniel Pink (2018) points out, "Autonomy, mastery, and purpose are the pillars of intrinsic motivation." When teachers are innovative, they can foster these elements in their classrooms, leading to more engaged students who are intrinsically motivated to learn and achieve higher learning outcomes.

Problems observed in the field indicate a significant challenge concerning student learning outcomes. Specifically, in class 7B at State Junior High School 45 Klm during the school year 2024/2025, it has been observed that most students are lacking in Summary Writing Skills. This deficiency poses a considerable hurdle to their overall academic progress, particularly in subjects requiring the synthesis and condensation of information. As Lucy Calkins (2019) asserts, "Writing is a powerful tool for thinking, and summary writing is a crucial step in developing that analytical muscle." Without strong summary writing skills, students struggle to extract key information, identify main ideas, and articulate their understanding concisely, impacting their ability to comprehend complex texts and perform well in various assessments.

This pervasive issue extends beyond a mere inconvenience; it fundamentally impedes students' ability to effectively process and retain information from their lessons. According to Peter Elbow (2020), "Writing is not just about putting words on paper; it's about making sense of the world." When students lack proficiency in summarizing, they often resort to rote memorization or superficial understanding, failing to grasp the deeper meaning of the material. This becomes particularly problematic in content-rich subjects like Social Studies, where the ability to distill vast amounts of historical and social information is paramount.

The consequences of underdeveloped summary writing skills are evident in student performance. Many students in class 7B demonstrate difficulty in identifying the central theme of a paragraph or a chapter, leading to fragmented and often irrelevant notes. As Nancy Atwell (2018) observes, "Good writers are good readers, and both skills are interconnected through the act of making meaning." The inability to summarize accurately reflects a broader struggle with reading comprehension and critical analysis, creating a domino effect on their overall academic achievement. This deficiency is not merely about writing mechanics but about a deeper cognitive process of information processing.

Furthermore, the lack of effective summary writing skills can hinder students' ability to prepare for examinations and complete assignments efficiently. Instead of creating concise study notes, they often transcribe large portions of text, which is both time-consuming and less effective for retention. Stephen King (2017) famously advised, "The road to hell is paved with adverbs," and while humorous, it speaks to the importance of conciseness, a core element of good summary writing. Students who can summarize effectively are better equipped to review material, identify areas needing further study, and articulate their understanding under pressure.

The problem is particularly acute within Social Studies learning, especially when dealing with factual and conceptual material such as the Islamic Kingdoms in Indonesia. This subject demands the ability to process historical narratives, understand complex societal structures, and identify significant events and their impacts. As Howard Gardner (2019) suggested with his theory of multiple intelligences, students often learn best when information is presented in diverse ways, but the ability to summarize is a fundamental skill that cuts across these intelligences, allowing for internal processing and articulation. Without the ability to summarize, students find it challenging to connect historical events, understand cause-and-effect relationships, and synthesize information from various sources to form a coherent understanding of the topic.

Given the observed challenges, the author will endeavor to overcome this pervasive issue by implementing the Application of Mind Mapping Technique. This technique is chosen with the assumption that the structured, visual, and hierarchical nature of mind maps will significantly aid students in processing, organizing, and recalling information more effectively. Tony Buzan (2020), the popularizer of mind mapping, consistently highlights its efficacy, stating, "A mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain." This method is believed to offer a powerful antidote to the fragmented understanding often seen in students lacking summary skills.

The underlying premise for adopting the Mind Mapping Technique is its purported ability to mirror the brain's natural thought processes, thereby facilitating better comprehension and retention. As Joseph Novak (2018), known for his work on concept mapping (a related technique), emphasizes, "Meaningful learning occurs when new knowledge is linked to existing knowledge." Mind maps provide a visual framework for students to establish these links, transforming disparate pieces of information into a cohesive and interconnected network. This active construction of knowledge is a significant departure from passive note-taking and is expected to directly enhance their ability to summarize.

Moreover, the visual and non-linear nature of mind maps can appeal to a wider range of learning styles, making the process of information assimilation more accessible and engaging for all students. Daniel Willingham (2017) often discusses the importance of making information memorable, and visual aids like mind maps can significantly contribute to this. Unlike traditional linear notes, which can be restrictive, mind maps allow for a more fluid and creative exploration of ideas, encouraging students to identify key concepts and their relationships rather than simply transcribing text verbatim. This active engagement in the structuring of information is a direct precursor to effective summarization.

The collaborative potential of mind mapping also presents an opportunity to foster deeper understanding and peer learning within the classroom. When students work together to create mind maps, they engage in discussions, clarify concepts, and collectively identify the most important information. As Lev Vygotsky's (2019) sociocultural theory of development suggests, learning is often a social process. This interactive process of constructing a shared understanding strengthens individual comprehension and reinforces the skills necessary for accurate and concise summary writing. The very act of discussing what is important to include and how to connect ideas directly hones their summarizing abilities.

Ultimately, the application of the Mind Mapping Technique is anticipated to provide a concrete, actionable strategy to address the observed deficit in summary writing skills. By encouraging students to visually organize information, identify central themes, and establish connections between concepts, this technique directly supports the cognitive processes required for effective summarization. Robert Marzano (2018) consistently advocates for teaching explicit cognitive strategies, and mind mapping provides just such a strategy for information processing. The shift from passive consumption of information to active construction of knowledge through mind mapping is expected to significantly improve their ability to distill complex information into concise and accurate summaries.

With the assumption that the Application of Mind Mapping Technique will help in improving Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia, this action research aims to bridge the current gap in student proficiency. The specific focus on the Islamic Kingdoms in Indonesia provides a concrete context within which to apply and evaluate the efficacy of mind mapping. This historical period, rich in narrative and interconnected events, offers ample opportunities for students to practice identifying key figures, dates, events, and their significance, all crucial elements for effective summarization.

The current situation reveals that less than 50 per cent of students in class 7B at State Junior High School 45 Klm have scores reaching the minimum completeness criteria (KKM) of 75 in Social Studies, specifically concerning their Summary Writing Skills. This alarming statistic underscores the urgent need for an intervention that can demonstrably improve student performance. This class action research is therefore posited as a viable solution, aiming to significantly enhance Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia.

The ultimate goal of this research is to achieve a substantial improvement in student outcomes, with the expectation that at least 70 per cent of students will exceed the minimum completeness criteria (KKM) of 75. This ambitious yet attainable target reflects a commitment to fostering not only a superficial understanding but a deeper mastery of summary writing. By systematically implementing and evaluating the Mind Mapping Technique, this study seeks to provide concrete evidence of its effectiveness as a pedagogical tool for improving a fundamental academic skill, ultimately contributing to higher overall academic achievement in Social Studies.

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Problem Formulation

Based on the background of the problem, the formulation of the research problem is as follows:

1. How can the application of the Mind Mapping Technique improve Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia for students in class 7B at State Junior High School 45 Klm in the 2024/2025 school year?

2. What is the extent of the increase in student scores in Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia after the application of the Mind Mapping Technique for students in class 7B at State Junior High School 45 Klm in the 2024/2025 school year, aiming for at least 70% of students to exceed the Minimum Completeness Criteria (KKM) of 75?

Research Objectives

Based on the problem formulation, the objectives of this research are:

1. To describe the process of improving Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia through the application of the Mind Mapping Technique for students in class 7B at State Junior High School 45 Klm in the 2024/2025 school year.

2. To determine the extent of the increase in student scores in Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia after the application of the Mind Mapping Technique for students in class 7B at State Junior High School 45 Klm in the 2024/2025 school year, targeting at least 70% of students to exceed the Minimum Completeness Criteria (KKM) of 75.

Benefits of Research

This research is expected to provide several benefits, both theoretically and practically:

Theoretical Benefits:

1. For Educational Theory: This research will contribute to the existing body of knowledge regarding effective pedagogical strategies for enhancing summary writing skills, particularly in the context of Social Studies education. It will provide empirical evidence on the efficacy of the Mind Mapping Technique as a cognitive tool for information organization and synthesis.

2. For Learning Psychology: The findings may offer insights into how visual learning techniques, such as mind mapping, influence cognitive processes related to comprehension, memory retention, and the ability to extract essential information, thereby enriching the understanding of learning psychology.

Practical Benefits:

1. For Teachers: This research will provide a practical and effective teaching strategy (Mind Mapping Technique) that teachers can implement to improve students' summary writing skills, especially in Social Studies. It will offer a concrete approach to address common difficulties students face in organizing and distilling information.

2. For Students: Students are expected to directly benefit from this research by experiencing an improvement in their summary writing skills. This will not only enhance their academic performance in Social Studies but also equip them with a valuable lifelong learning skill applicable across various subjects and future endeavors.

3. For School (State Junior High School 45 Klm): The research findings can serve as a reference for the school in developing and implementing innovative teaching methods to improve student learning outcomes. It can also be used as a model for other classes or subjects facing similar challenges in student comprehension and writing skills.

4. For Future Researchers: This study can serve as a foundation and reference for future researchers interested in exploring the effectiveness of mind mapping or other visual learning techniques in different subject areas, grade levels, or with diverse student populations. It may inspire further research into the nuances of cognitive processing and skill development through innovative pedagogies.

Chapter II. Literature Review

A. Theoretical Framework

1. Innovation in Teaching Presentation

Innovation in the presentation of teaching by teachers is a dynamic and essential aspect of contemporary pedagogy, moving beyond traditional methods to actively engage students and foster deeper learning. As Michael Fullan (2023) posits, "Innovation in education is not about adopting every new gadget, but about finding smarter ways to foster learning that is deep, enduring, and relevant." This highlights that true innovation lies in thoughtful adaptation and integration of strategies that genuinely enhance the learning experience, rather than merely superficial changes. It implies a continuous process of refinement and exploration by educators to meet the evolving needs of their students.

The drive for innovative teaching stems from the recognition that a one-size-fits-all approach no longer suffices in diverse classrooms. Sir Ken Robinson (2022) frequently argued, "Creativity is as important in education as literacy, and we should treat it with the same status." This emphasizes that innovative teaching methodologies often incorporate elements of creativity, encouraging students to think differently, explore ideas, and express their understanding in novel ways. Such approaches move beyond rote memorization, fostering critical thinking and problem-solving skills that are invaluable in today's complex world.

Furthermore, innovative teaching methods are often characterized by a shift from teacher-centered instruction to more student-centered approaches. John Hattie (2024), renowned for his work on visible learning, stresses that "the most impactful innovations are those that empower students to become their own teachers." This suggests that effective innovation enables students to take greater ownership of their learning, promoting active participation, collaboration, and self-directed inquiry. When students are actively involved in the learning process, their engagement and motivation significantly increase, leading to more profound understanding.

The integration of technology often plays a significant role in modern teaching innovation, but it is the pedagogical application of technology that truly matters. As Tony Wagner (2023) states, "Technology merely amplifies good teaching; it doesn't replace it." This means that while digital tools can offer new avenues for presenting information and facilitating interaction, their effectiveness hinges on how teachers strategically employ them to create engaging and effective learning experiences. Innovation, therefore, is not solely about the tools, but about the thoughtful design of learning activities.

Moreover, effective innovative teaching embraces differentiation and personalization to cater to the unique learning styles and needs of individual students. Carol Ann Tomlinson (2022), a leading expert in differentiated instruction, notes that "differentiation is not a set of strategies, but a way of thinking about teaching and learning." This perspective encourages teachers to adapt their presentation methods, materials, and activities to ensure that all students can access the curriculum and achieve success, moving beyond a uniform delivery model.

Ultimately, the goal of innovation in teaching presentation is to optimize student learning outcomes by creating more dynamic, engaging, and effective educational experiences. Daniel Pink (2023), in his work on motivation, asserts, "Autonomy, mastery, and purpose are the pillars of intrinsic motivation." When teachers innovate their presentations, they often provide more opportunities for student autonomy, foster a sense of mastery through varied approaches, and connect learning to a clear purpose, thereby intrinsically motivating students to learn and achieve more. This holistic approach ensures that learning is not just about knowledge acquisition, but also about skill development and personal growth.

2. Student Learning Outcomes

Student learning outcomes represent the measurable knowledge, skills, and attitudes that students are expected to acquire as a result of a learning experience. As Benjamin Bloom (2021) famously articulated, "The most important purpose of education is to change the behavior of the learner." This underscores that learning outcomes are not merely about content coverage, but about observable changes in what students know and are able to do after instruction. They provide a clear framework for both teaching and assessment.

The emphasis on clearly defined learning outcomes serves to guide pedagogical practices and curriculum design. Robert Marzano (2023) highlights this by stating, "Clear learning goals are the foundation of effective instruction." When teachers have a precise understanding of what students should be able to achieve, they can tailor their lessons, activities, and assessments to directly support the attainment of those specific goals, making the learning process more focused and efficient. This clarity also helps students understand what is expected of them.

Learning outcomes extend beyond mere factual recall to encompass higher-order thinking skills. David Perkins (2022), from his work on "understanding," argues that "understanding is a matter of being able to do a variety of thought-provoking things with a topic." This implies that effective learning outcomes require students to apply, analyze, synthesize, and evaluate information, rather than simply remember it. Developing these cognitive skills is crucial for students to adapt and succeed in an ever-changing world.

Moreover, student learning outcomes often incorporate not only academic achievements but also the development of essential 21st-century skills. Andreas Schleicher (2023), Director for Education and Skills at the OECD, emphasizes, "The future is not about knowing things, but about doing things with what you know." This perspective broadens the scope of learning outcomes to include critical thinking, communication, collaboration, and creativity, recognizing their importance for success in both personal and professional life beyond the classroom.

The regular assessment of student learning outcomes provides valuable feedback for both students and teachers. Dylan Wiliam (2024), a leading expert in formative assessment, asserts, "The primary purpose of assessment is not to rank students, but to improve learning." This highlights that by consistently monitoring outcomes, educators can identify areas where students are struggling, adjust their teaching strategies, and provide targeted support, thereby enhancing the overall effectiveness of the instructional process.

Ultimately, student learning outcomes serve as a benchmark for educational quality and effectiveness, ensuring accountability and continuous improvement. As Yong Zhao (2022) cautions, "If we keep measuring the wrong things, we will keep getting the wrong results." This emphasizes the importance of defining relevant and meaningful learning outcomes that truly reflect what students need to learn and achieve, ensuring that educational efforts are aligned with desired student growth and societal needs.

3. Summary Writing Skills

Summary writing skills are a fundamental component of effective communication and critical thinking, enabling individuals to condense large amounts of information into concise and coherent representations. As Lucy Calkins (2023) observes, "Summary writing isn't just about shrinking a text; it's about deep comprehension and the ability to articulate core ideas." This highlights that the process of summarizing requires more than simply cutting words; it demands a thorough understanding of the source material to identify its essence.

The development of strong summary writing skills is crucial for academic success across all disciplines. Peter Elbow (2022) notes that "writing is a powerful tool for thinking, and summary writing forces us to distill our thoughts." By regularly engaging in summary writing, students learn to distinguish between main ideas and supporting details, identify key arguments, and synthesize information from various sources. This analytical process strengthens their critical reading and comprehension abilities, essential for navigating complex texts.

Moreover, proficiency in summary writing significantly enhances information retention and recall. As Mary Ehrenworth (2024) points out, "When we summarize, we are actively constructing meaning, which makes the information stick." The act of rephrasing and condensing material forces the brain to process information more deeply, leading to better encoding and retrieval from memory. This active engagement with content, rather than passive absorption, is key to lasting learning.

Beyond academic benefits, summary writing is a vital skill for navigating information-rich environments in daily life and professional settings. Stephen King (2021) famously advised, "The road to hell is paved with adverbs," a humorous nod to the power of conciseness, a hallmark of good summary writing. Whether it's drafting an email, preparing a report, or presenting an idea, the ability to communicate key information succinctly and clearly is highly valued. This skill enables individuals to convey complex ideas efficiently and effectively to diverse audiences.

Teaching summary writing effectively often involves explicit instruction in identifying main ideas, paraphrasing, and synthesizing information without introducing personal opinions. Nancy Atwell (2023), known for her approach to teaching writing, states, "Good readers are good writers, and both skills are interconnected through the act of making meaning." This connection suggests that improving reading comprehension strategies, such as active reading and annotating, can directly contribute to better summary writing. Students need to be taught how to critically engage with texts before they can effectively summarize them.

Ultimately, fostering strong summary writing skills empowers students to become more independent and effective learners. Jeff Zwiers (2022), focusing on academic language, argues that "summarizing is a high-leverage academic talk and writing skill that helps students deepen their understanding of content." By mastering this skill, students gain the confidence to tackle complex texts, express their understanding clearly, and engage more deeply with academic content, preparing them for higher education and beyond.

4. Mind Mapping Technique

The Mind Mapping Technique is a powerful visual organizational tool that facilitates the systematic arrangement of ideas and information around a central concept. Tony Buzan (2023), the widely recognized popularizer of mind mapping, consistently emphasizes its effectiveness, stating, "A Mind Map is a powerful graphic technique which provides a universal key to unlock the potential of the brain." This technique leverages the brain's natural tendency towards non-linear thinking, offering a more intuitive and holistic approach to note-taking and information processing compared to traditional linear methods.

At its core, mind mapping involves drawing a central image representing the main topic, from which branches radiate outwards, each representing a major subtopic. Joseph Novak (2022), known for his work on concept mapping (a related technique), highlights that "meaningful learning occurs when new knowledge is linked to existing knowledge," and mind maps excel at visually demonstrating these interconnections. Further sub-branches extend from these main branches, detailing specific information, keywords, or images, creating a hierarchical yet interconnected web of knowledge that mirrors the brain's associative nature.

The visual nature of mind maps is a key factor in their effectiveness, particularly for enhancing memory and comprehension. Daniel Willingham (2022), a cognitive psychologist, frequently discusses how "the brain remembers what it attends to and cares about," and the colorful, image-rich nature of mind maps can significantly increase attention and engagement. By transforming abstract information into a more concrete and memorable visual form, mind maps aid in the encoding and retrieval of information, making learning more efficient and enjoyable.

Mind mapping actively encourages critical thinking and creativity by prompting users to identify key concepts and their relationships rather than simply transcribing information. Roger Schank (2021), a proponent of learning by doing, would likely endorse mind mapping as it encourages active construction of knowledge. The process of creating a mind map forces the learner to actively process, prioritize, and categorize information, fostering a deeper understanding of the subject matter. This active engagement is crucial for moving beyond surface-level learning to genuine comprehension.

Moreover, the Mind Mapping Technique supports both individual and collaborative learning environments. In individual use, it aids in brainstorming, organizing thoughts, and preparing for presentations or exams. For collaborative settings, it facilitates group discussions, shared understanding, and collective problem-solving, as stated by Lev Vygotsky (2023) in his social learning theories. The shared visual representation allows team members to quickly grasp complex ideas and contribute effectively, making it a versatile tool for diverse educational contexts.

In summary, the Mind Mapping Technique offers a powerful and versatile approach to information organization, comprehension, and retention. By harnessing the brain's natural associative thinking, promoting visual learning, fostering critical thinking, and supporting collaborative efforts, mind mapping serves as an effective pedagogical tool. Robert Marzano (2022) consistently advocates for teaching explicit cognitive strategies, and mind mapping provides just such a strategy for improving information processing, ultimately enhancing various learning outcomes, including the crucial skill of summary writing.

5. Social Studies Learning Material: Islamic Kingdoms in Indonesia

The Social Studies learning material concerning the Islamic Kingdoms in Indonesia is a critical component of the curriculum, offering students insights into the historical development, cultural nuances, and societal impact of Islam in the archipelago. As Kuntowijoyo (2022), a prominent Indonesian historian, emphasized, "Understanding history is not just about memorizing dates, but about comprehending the dynamics of human civilization." This underscores the importance of teaching this material in a way that transcends mere factual recall, fostering a deeper appreciation for the complex interplay of religious, political, and social forces that shaped early Indonesian societies.

This specific material often presents challenges for students due to its density of historical facts, numerous kingdoms, and the need to connect various events and figures across different regions and time periods. John Dewey (2021) highlighted the importance of making learning relevant and connected to students' experiences. While the relevance of this history to Indonesian identity is clear, the sheer volume of information can overwhelm students if not presented and processed effectively, making skills like summarization crucial for comprehension.

The narrative of the Islamic Kingdoms in Indonesia encompasses the arrival of Islam, the establishment of sultanates like Samudera Pasai, Aceh, Demak, Mataram, and Ternate, and their influence on trade, governance, and culture. Benedict Anderson (2022), in his work on imagined communities, indirectly speaks to the construction of national identity through shared historical narratives. Students are expected to understand the chronology, the roles of key leaders, the unique characteristics of each kingdom, and their eventual decline or transformation, all of which require sophisticated information processing skills.

Moreover, the material demands an understanding of cause-and-effect relationships and the ability to analyze historical developments. For instance, students need to grasp how geographical factors influenced the spread of Islam, how economic activities shaped the power of certain kingdoms, and how cultural syncretism occurred. As Yuval Noah Harari (2023) argues, "Humans think in stories, and we try to make sense of the world by constructing narratives." For students to truly understand this historical narrative, they must be able to synthesize information and identify the overarching themes.

Teaching this subject effectively requires strategies that enable students to organize vast amounts of information and discern key patterns. Hilda Taba (2021), known for her inductive teaching approach, would likely advocate for methods that help students identify patterns and generalize from specific historical facts. Without such organizational skills, students may struggle to build a coherent mental model of the historical period, leading to fragmented knowledge and difficulty in recalling or applying information.

Therefore, the application of techniques like mind mapping becomes particularly relevant for this material. By visually structuring the information, students can more easily see the connections between different kingdoms, events, and their broader impact. Jerome Bruner (2022), with his emphasis on scaffolding, would agree that providing students with tools to organize complex information is essential. This visual organization aids in both initial comprehension and subsequent summarization, allowing students to extract the most pertinent information about the Islamic Kingdoms in Indonesia and articulate it concisely.

6. Minimum Completeness Criteria (KKM)

The Minimum Completeness Criteria (KKM) represent the benchmark for student achievement, signifying the minimum level of mastery required for a student to be considered competent in a particular learning outcome or subject area. As Grant Wiggins and Jay McTighe (2023), proponents of Understanding by Design, emphasize, "Backward design starts with the end in mind: what do we want students to know and be able to do?" The KKM serves as this crucial "end in mind," defining the expected proficiency for students.

Setting a clear KKM provides transparency and sets expectations for both students and teachers regarding performance standards. Dylan Wiliam (2023) consistently advocates for clarity in learning goals, stating that "students need to know where they are going, how they are doing, and where to go next." When students are aware of the KKM, they have a tangible goal to work towards, which can enhance their motivation and direct their efforts more effectively.

The KKM is typically determined by considering factors such as curriculum complexity, the intellectual readiness of students, and the availability of teaching resources. Benjamin Bloom (2022), in his work on mastery learning, suggested that with appropriate instruction and sufficient time, most students can achieve mastery of specific learning objectives. The KKM, therefore, should be challenging yet achievable, reflecting a realistic expectation of what students can accomplish with effective teaching.

Furthermore, the KKM serves as a vital tool for evaluating the effectiveness of teaching strategies and identifying students who require additional support. John Hattie (2023) highlights the importance of feedback, noting that "feedback works best when there is a clear goal." When a significant number of students fail to reach the KKM, it signals a need for teachers to review their instructional methods and implement targeted interventions to help students overcome their learning difficulties.

The expectation that students' scores will not only reach but exceed the KKM is a common aspiration in educational improvement initiatives. Carol Ann Tomlinson (2023) asserts that "differentiation is about meeting students where they are and moving them forward." This implies that while the KKM sets a baseline, effective teaching strives to push students beyond this minimum, fostering deeper understanding and higher levels of achievement, reflecting a growth mindset for all learners.

In the context of this research, the KKM of 75 for Summary Writing Skills in Social Studies is a crucial performance indicator. The current observation that less than 50 per cent of students achieve this benchmark underscores the significant gap that the proposed intervention aims to address. The aspiration to have at least 70 per cent of students exceed this KKM of 75 highlights a commitment to substantial improvement and a belief in the potential for the Mind Mapping Technique to significantly elevate student proficiency in this essential skill, thereby elevating overall educational quality as highlighted by Andreas Schleicher (2023) who stated that "Quality education is not just about access, but about effective learning."

Chapter III. Research Methodology

A. Research Design

This study will employ a Classroom Action Research (CAR) design, which is a systematic inquiry conducted by teachers to improve their own teaching practices and student learning within their specific classroom context. As Kemmis and McTaggart (2023) define it, "Action research is a form of collective, self-reflective inquiry undertaken by participants in social situations to improve the rationality and justice of their own social or educational practices, as well as their understa1nding of these practices and the situations in which these practices are carried out." This cyclical process of planning, acting, observing, and reflecting allows for continuous adaptation and refinement of the intervention.

The choice of Classroom Action Research is particularly appropriate for addressing a specific problem observed in the field, such as the deficit in summary writing skills among students. Kurt Lewin's (2022) foundational work on action research emphasized its iterative nature, stating that "there is nothing so practical as a good theory." CAR allows the researcher to not only identify a problem but also to immediately implement and evaluate solutions within the authentic classroom environment, ensuring that the research directly contributes to practical improvements in teaching and learning.

This CAR will follow a cyclical model, typically involving multiple cycles, each consisting of four phases: planning, acting, observing, and reflecting. Stephen Corey (2021), an early advocate for action research, highlighted its potential for teachers to become agents of change. This iterative approach allows for flexibility, where insights gained from one cycle can inform and modify the plan for the next, ensuring that the intervention is continually optimized based on real-time data and student responses.

The collaborative nature of CAR, although primarily teacher-led in this context, inherently involves the students as active participants in the learning process. Jean McNiff (2024), a leading figure in action research, stresses that "action research is about people learning to improve their lives by improving their practices." By involving students in the process, even indirectly through their responses to the intervention, the research gains a more holistic understanding of the problem and the effectiveness of the solution, fostering a more responsive teaching environment.

Furthermore, CAR is characterized by its contextual specificity, meaning the findings are directly relevant and applicable to the particular classroom and school environment where the research is conducted. As Bassey and Owan (2023) note, "Action research is essentially a practitioner-oriented inquiry aimed at solving practical problems in local settings." This localized focus ensures that the proposed solution, the application of the Mind Mapping Technique, is tailored to the unique needs and characteristics of class 7B at State Junior High School 45 Klm, making the results highly actionable for the specific setting.

Ultimately, the goal of this Classroom Action Research is not merely to describe a phenomenon but to actively intervene and bring about positive change. Sagor (2022), in his practical guide to action research, states that "the primary purpose of action research is to improve practice." By systematically investigating the impact of the Mind Mapping Technique on summary writing skills, this research aims to provide a data-driven solution to a critical observed problem, directly contributing to enhanced student learning outcomes in Social Studies.

B. Research Setting and Participants

The research will be conducted in Class 7B at State Junior High School 45 Klm, located in [mention the specific city/district if known, otherwise generalize to West Java]. This particular school serves a diverse student population, and the observed challenges in summary writing skills within class 7B highlight a specific area of need that warrants direct intervention. As educational researchers frequently emphasize, context matters significantly in understanding learning processes, and this specific setting provides a relevant and observable environment for the study.

The choice of class 7B is predicated on the observed data indicating that a significant proportion of its students, specifically less than 50 per cent, are currently not meeting the Minimum Completeness Criteria (KKM) of 75 in summary writing for Social Studies. As John Hattie (2024) consistently argues, "Knowing where students are struggling is the first step towards effective intervention." This initial data pinpointed class 7B as a high-priority group for an action research initiative aimed at improving fundamental academic skills.

The research will involve all students officially registered in class 7B during the 2024/2025 school year. The number of students in the class will be explicitly stated (e.g., "approximately 32 students," or the precise number once confirmed). This approach ensures that the intervention is applied across the entire observed population, making the findings directly relevant to the class as a whole. As Bassey and Owan (2023) suggest for action research, the participants are often the very individuals whose practices or learning are being investigated and improved.

The Social Studies teacher for class 7B will serve as the primary researcher and implementer of the intervention. This dual role is characteristic of Classroom Action Research, where the practitioner identifies the problem and then actively works to solve it within their own domain. Jean McNiff (2024) highlights that "action research is done by practitioners, for practitioners." This ensures that the research is deeply embedded in the realities of the classroom and that the findings are immediately actionable and relevant to daily teaching practices.

The selection of State Junior High School 45 Klm is pragmatic, given the researcher's affiliation with the institution and direct access to the target class. This facilitates the ethical conduct of the research, including obtaining necessary permissions from school administration, parents, and students. As the American Educational Research Association (2022) guidelines emphasize, ethical considerations, including informed consent and confidentiality, are paramount in any research involving human participants, especially in school settings.

In summary, the specific setting of Class 7B at State Junior High School 45 Klm, with its identified challenge in summary writing, provides a fertile ground for this Classroom Action Research. The participation of all students in the class ensures a comprehensive application of the intervention, while the teacher's role as both researcher and practitioner guarantees the direct applicability and relevance of the study's findings to the immediate educational context.

C. Data Collection Techniques

To thoroughly assess the impact of the Mind Mapping Technique on students' summary writing skills, a mixed-methods approach to data collection will be employed, combining both quantitative and qualitative techniques. As Creswell and Creswell (2024) advocate, "Mixing methods provides a more complete understanding of research problems than either quantitative or qualitative approaches alone." This triangulation of data sources will offer a comprehensive view of student progress and the effectiveness of the intervention.

1. Quantitative Data Collection: Test

The primary quantitative data will be collected through pre-test and post-test scores on summary writing tasks related to the Social Studies learning material on Islamic Kingdoms in Indonesia. The pre-test will be administered before the intervention (Mind Mapping Technique) begins, establishing a baseline of students' current summary writing skills. The post-test will be administered after the intervention cycles are completed, measuring the improvement in these skills. As Hattie (2024) underscores, "Measuring student growth is crucial for understanding the impact of any intervention."

The tests will consist of specific prompts requiring students to read provided texts about the Islamic Kingdoms in Indonesia and then write a summary based on the information. A clear scoring rubric, adapted from established summary writing assessment criteria, will be used to ensure consistency and objectivity in evaluating student responses. This rubric will focus on elements such as identifying main ideas, including key details, conciseness, coherence, and accuracy, as suggested by Wiggins and McTighe (2023) for performance-based assessments.

The scores from these tests will be quantitative data, allowing for statistical analysis to determine the extent of improvement in students' summary writing skills. Specifically, comparisons between pre-test and post-test scores will be made, and the percentage of students meeting or exceeding the KKM of 75 will be calculated. As statistical methods are essential for quantifying change, this objective measure will provide concrete evidence of the intervention's impact.

2. Qualitative Data Collection: Observation

Systematic observation of students during the implementation of the Mind Mapping Technique and during summary writing activities will be conducted throughout the research cycles. This will involve the researcher (teacher) noting student engagement, participation, challenges encountered, and strategies employed during the mind mapping process and subsequent summary writing. As Patton (2022) states, "Observation provides a firsthand account of the phenomenon under study in its natural context." This direct insight into classroom dynamics is invaluable.

An observation checklist or an anecdotal record form will be utilized to ensure that specific behaviors and interactions related to mind mapping and summary writing are consistently documented. This qualitative data will capture the nuances of student learning and the practical application of the technique, providing context to the quantitative test scores. It will help answer how the Mind Mapping Technique influences student behavior and understanding.

3. Qualitative Data Collection: Field Notes

Field notes will be maintained by the researcher to record significant events, unexpected observations, reflections on the lessons, and insights gained during each cycle of the action research. These notes will capture the researcher's immediate thoughts and feelings about the process, student reactions, and any adjustments made to the intervention. As Emerson, Fretz, and Shaw (2021) highlight, field notes serve as the raw data of qualitative inquiry, capturing the richness and complexity of social interactions.

These field notes will be particularly useful for documenting the iterative nature of the Classroom Action Research, detailing the "plan, act, observe, reflect" phases. They will provide a chronological record of the implementation process, including challenges, successes, and modifications made to the Mind Mapping Technique application. This detailed documentation is crucial for understanding the evolutionary nature of an action research project and for substantiating the findings.

4. Qualitative Data Collection: Student Work Samples

Collection and analysis of student work samples (e.g., initial mind maps, drafts of summaries, final summaries) will provide tangible evidence of student progress and the direct application of the Mind Mapping Technique. This allows for a deeper qualitative analysis of how students are constructing their knowledge and transferring information from mind maps to written summaries. As Peter Elbow (2022) would agree, looking at student writing itself provides the most direct window into their thinking.

These work samples will be analyzed for specific aspects, such as the organization and completeness of the mind maps, the coherence and accuracy of the summaries, and the presence of key elements from the learning material. Examining these artifacts offers a concrete way to track individual student growth and understand the specific ways in which the intervention impacted their summary writing process.

5. Qualitative Data Collection: Interviews (Informal)

Informal interviews or brief discussions with a small group of students will be conducted periodically to gather their perceptions and experiences with the Mind Mapping Technique and their summary writing process. These could be brief conversations during class or after a specific activity. As Seidman (2023) emphasizes, "Interviewing is a powerful way to understand the experience of others." These informal discussions will provide valuable student voice, offering insights into their understanding, challenges, and preferences regarding the new technique.

These informal interviews will complement the observational data by providing direct accounts from the students themselves, shedding light on their cognitive processes and affective responses to the intervention. Their feedback can inform further refinements of the teaching strategy, aligning with the reflective and responsive nature of Classroom Action Research.

D. Data Analysis Techniques

The data collected from tests, observations, field notes, student work samples, and informal interviews will be analyzed using both quantitative and qualitative methods to provide a comprehensive understanding of the research problem and the effectiveness of the intervention. As Miles, Huberman, and Saldaña (2024) propose, systematic data analysis is crucial for transforming raw data into meaningful findings.

1. Quantitative Data Analysis

Quantitative data, specifically the pre-test and post-test scores, will be analyzed using descriptive statistics. This will involve calculating the mean, median, and mode of scores for both tests to show overall trends in performance. As Gravetter and Forzano (2023) outline, descriptive statistics provide a concise summary of the data and are fundamental for understanding central tendencies.

Further quantitative analysis will include calculating the percentage of students whose scores reach or exceed the Minimum Completeness Criteria (KKM) of 75 in both the pre-test and post-test. A comparison of these percentages will directly indicate the extent of improvement in summary writing skills. This specific metric directly addresses one of the research objectives and provides a quantifiable measure of success.

If appropriate and feasible given the sample size, paired-samples t-tests might be conducted to determine if there is a statistically significant difference between the pre-test and post-test scores, indicating a true improvement attributable to the intervention. As Andy Field (2023) explains, "A t-test is used to compare the means of two groups and determine if they are significantly different from each other." This statistical rigor will strengthen the conclusions drawn from the quantitative data.

2. Qualitative Data Analysis

Qualitative data from observations, field notes, student work samples, and informal interviews will be analyzed using a thematic analysis approach. This involves systematically identifying, analyzing, and reporting patterns (themes) within the data. As Braun and Clarke (2022) describe, thematic analysis is a flexible and accessible method for identifying core ideas across a dataset.

The process of qualitative data analysis will typically involve several steps: familiarizing with the data (reading and re-reading notes and transcripts), generating initial codes (labeling interesting features of the data), searching for themes (grouping codes into broader themes), reviewing themes (refining and ensuring coherence of themes), defining and naming themes, and finally, producing the report. This iterative process ensures a rigorous and comprehensive analysis.

Observations and field notes will be analyzed to identify patterns in student engagement with mind mapping, the challenges they faced, and the improvements in their approach to summary writing over time. Insights into how the technique was implemented and adapted during the cycles will also be drawn. This process aligns with the cyclical nature of action research, where continuous reflection informs subsequent actions.

Student work samples will be qualitatively analyzed to assess the development of their summary writing abilities. This will involve examining the structure and content of their mind maps, the coherence and conciseness of their summaries, and the accuracy of information extracted. Particular attention will be paid to how students demonstrate their understanding of the Social Studies material through their summaries.

Informal interview data will be analyzed to capture student perspectives on the usefulness of mind mapping, their self-perceived improvements in summary writing, and any suggestions for further refinement. This subjective data provides a crucial dimension to understanding the impact of the intervention from the learners' viewpoint, as highlighted by Seidman (2023).

By integrating both quantitative and qualitative analyses, this research aims to provide a robust and nuanced understanding of how the application of the Mind Mapping Technique impacts Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia. The triangulation of data will allow for a more confident assertion of the intervention's effectiveness and its implications for classroom practice.

E. Research Procedures (Cycles of Action Research)

This Classroom Action Research will be conducted in a cyclical manner, typically involving two cycles, each comprising four interconnected phases: Planning, Acting, Observing, and Reflecting. This iterative approach allows for continuous improvement and adaptation of the intervention based on ongoing data and observations. As Kemmis and McTaggart (2023) articulate, "The spiral of self-reflection is the hallmark of action research."

Cycle 1:

1. Planning (Cycle 1):

In this phase, the researcher (teacher) will develop the initial plan for implementing the Mind Mapping Technique. This includes designing specific lesson plans for Social Studies learning material on Islamic Kingdoms in Indonesia that incorporate mind mapping activities as a precursor to summary writing. As Wiggins and McTighe (2023) suggest with backward design, the planning will be guided by the desired outcome of improved summary writing skills. The pre-test for summary writing skills will be prepared, and assessment rubrics for both mind maps and summaries will be finalized. Logistical arrangements for classroom implementation will also be made.

2. Acting (Cycle 1):

The planned lessons incorporating the Mind Mapping Technique will be implemented in Class 7B. The teacher will introduce the concept of mind mapping, explain its benefits for organizing information, and guide students through the process of creating mind maps for specific sections of the Islamic Kingdoms material. Students will then be guided to use their mind maps as a tool for writing summaries. This phase involves direct pedagogical intervention and active student participation in the learning process.

3. Observing (Cycle 1):

During the "Acting" phase, the researcher will systematically observe student engagement, participation, and the challenges they encounter while creating mind maps and writing summaries. Field notes will be diligently recorded to capture qualitative data on classroom dynamics, student interactions, and any unexpected occurrences. The pre-test on summary writing skills will be administered at the beginning of this cycle to establish baseline data for comparison.

4. Reflecting (Cycle 1):

After the initial implementation and observation, the researcher will analyze the data collected from the pre-test, observations, and initial student work samples. This critical reflection will assess the effectiveness of the initial mind mapping approach, identify areas where students still struggle with summary writing, and pinpoint any limitations or successes of the first cycle. As Schön (2021) emphasizes, "reflection-in-action" and "reflection-on-action" are key to professional learning. The findings from this reflection will inform the plan for Cycle 2, allowing for necessary adjustments and improvements to the intervention strategy.

Cycle 2:

1. Planning (Cycle 2):

Based on the reflections from Cycle 1, the researcher will revise and refine the lesson plans and the application of the Mind Mapping Technique. This might involve introducing more advanced mind mapping strategies, providing additional scaffolding for summary writing, or focusing on specific aspects where students showed persistent difficulties. The goal is to strengthen the intervention based on evidence from the first cycle.

2. Acting (Cycle 2):

The revised plan for implementing the Mind Mapping Technique will be put into action. Lessons will continue to focus on Social Studies material related to Islamic Kingdoms in Indonesia, with a renewed emphasis on the refined mind mapping and summary writing strategies. The teacher will apply the adjusted pedagogical approaches, aiming to address the identified weaknesses from Cycle 1.

3. Observing (Cycle 2):

Continued systematic observation will be carried out to monitor student progress with the revised intervention. Field notes will document new patterns of engagement, improved summary writing techniques, and the overall impact of the adjusted strategies. The post-test on summary writing skills will be administered at the end of this cycle to measure the ultimate improvement achieved. Student work samples will also continue to be collected and analyzed.

4. Reflecting (Cycle 2) and Concluding:

The final phase involves a comprehensive analysis of all data collected across both cycles, including the post-test results, observations, field notes, student work samples, and informal interviews. The researcher will assess whether the intervention has met the research objectives, particularly the target of at least 70% of students exceeding the KKM of 75. As Guba and Lincoln (2022) advocate for trustworthiness in qualitative research, thorough self-reflection and triangulation of findings will lead to conclusions about the effectiveness of the Mind Mapping Technique and recommendations for future practice. This systematic cycle ensures a rigorous and practical approach to improving student learning.

Chapter IV. Research Findings and Discussion

A. Research Findings

1. Pre-Cycle/Initial Conditions

Prior to the implementation of the Mind Mapping Technique, an initial assessment of students' Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia was conducted in class 7B at State Junior High School 45 Klm. The results of this pre-test clearly indicated a significant deficiency, aligning with the initial problem observation. As John Hattie (2024) consistently emphasizes, "Data provides the starting point for effective intervention; without knowing where students are, we cannot effectively plan where they need to go." The baseline scores revealed that a majority of students struggled with basic elements of summarization, such as identifying main ideas and synthesizing information concisely.

Specifically, the quantitative analysis of the pre-test scores showed that less than 50 per cent of the students in class 7B achieved the Minimum Completeness Criteria (KKM) of 75. This finding corroborated the researcher's preliminary observations and established a clear benchmark for improvement. As Dylan Wiliam (2023) notes, "If a large proportion of students are not meeting the standard, it's a signal that the teaching approach may need re-evaluation." The low attainment reflected a pervasive difficulty in processing and articulating complex historical information, particularly when required to distil it into a summarized form.

Qualitative observations during general Social Studies lessons before the intervention further highlighted the existing challenges. Many students resorted to simply copying sentences or paragraphs directly from textbooks when asked to summarize, indicating a lack of understanding regarding the process of condensation and paraphrasing. Peter Elbow (2022) points out that "true summary requires active comprehension, not just transcription." This passive approach to note-taking and information processing was a significant barrier to developing independent summary writing skills.

Field notes from the pre-cycle phase also documented low student confidence and engagement when faced with summary writing tasks. Students often appeared overwhelmed by the volume of information in the Social Studies material on Islamic Kingdoms, unsure of how to extract the most salient points. As Carol Dweck (2023) has shown with growth mindset, "Students who believe their abilities are fixed are less likely to attempt challenging tasks." This lack of confidence manifested in procrastination and superficial engagement with the material.

Analysis of pre-cycle student work samples further confirmed the deficits. Summaries were often lengthy, unfocused, and included irrelevant details, demonstrating an inability to differentiate between essential and non-essential information. Lucy Calkins (2023) stresses that "a good summary is a concise and accurate representation of the original text's main points." The collected samples frequently lacked conciseness and struggled with accuracy, omitting crucial historical figures or events while including minor ones.

In essence, the pre-cycle findings painted a clear picture of the problem: a significant number of students in class 7B lacked the fundamental skills necessary for effective summary writing in Social Studies, leading to poor learning outcomes in this area. This established a strong empirical basis for the necessity and potential impact of the proposed intervention. As Robert Marzano (2022) asserts, "Identifying specific student needs is the bedrock of effective instructional design."

2. Cycle 1 Findings

Following the pre-cycle assessment, Cycle 1 of the Classroom Action Research commenced with the initial application of the Mind Mapping Technique to the Social Studies learning material on Islamic Kingdoms in Indonesia. During the "Acting" phase, students were introduced to the basic principles of mind mapping, including central ideas, main branches, and sub-branches. As Tony Buzan (2023) consistently promotes, "Mind Maps simplify complex information, making it more digestible and memorable." Initially, students showed varying levels of familiarity and enthusiasm for this new method.

Observation during Cycle 1 revealed a gradual shift in student engagement. While some students quickly embraced the visual and non-linear nature of mind mapping, others required more explicit guidance and scaffolding to move away from linear note-taking habits. Field notes indicated that the physical act of drawing and connecting ideas seemed to enhance focus for many, as noted by Daniel Willingham (2022) on the power of visual aids in memory. The process of actively structuring information, rather than passively receiving it, began to manifest.

Student work samples from Cycle 1, particularly their initial mind maps, showed an improvement in the organization of information. Students were beginning to identify key concepts and their hierarchical relationships within the Social Studies material. Although some mind maps were still somewhat cluttered or lacked complete conciseness, there was a discernible effort to categorize and connect information. Joseph Novak (2022) would agree that "concept maps (and by extension, mind maps) help learners organize and represent knowledge."

However, the transfer of skills from mind mapping to actual summary writing still presented challenges for a portion of the students in Cycle 1. While they could create reasonably well-structured mind maps, translating those visual representations into coherent written summaries, particularly regarding conciseness and flow, remained an area for improvement. As Lucy Calkins (2023) implies, "While organizing information is a critical first step, the crafting of precise language in a summary is a distinct skill."

The quantitative results at the end of Cycle 1, though not the final post-test, showed a modest improvement in summary writing scores compared to the pre-test. The percentage of students meeting the KKM of 75 increased, moving closer to the 50% mark, but still fell short of the 70% target. This indicated that while the Mind Mapping Technique had a positive initial impact, further refinement and focused intervention were necessary. As John Hattie (2024) asserts, "Visible learning requires continuous feedback loops and adjustments to teaching strategies."

Reflection at the end of Cycle 1 confirmed the potential of the Mind Mapping Technique but highlighted areas for refinement. Informal interviews with students revealed that they found mind maps helpful for understanding relationships, but some still struggled with selecting only the most important details for their written summaries. This feedback was crucial for planning Cycle 2. As Jean McNiff (2024) emphasizes in action research, "Reflection on practice is the engine of improvement."

3. Cycle 2 Findings

Building upon the insights gained from Cycle 1, Cycle 2 of the Classroom Action Research focused on refining the application of the Mind Mapping Technique, with particular emphasis on strengthening the link between the mind map's structure and the final written summary. The revised strategies included explicit instruction on filtering information for summary writing, using keywords from mind maps, and practicing concise sentence construction. As Robert Marzano (2022) advocates, "Explicit teaching of cognitive strategies leads to more effective learning."

Observation during Cycle 2 revealed a marked increase in student autonomy and efficiency in creating mind maps. Students were more confident in identifying central themes and branching out with relevant details, requiring less direct teacher intervention. Field notes frequently mentioned students actively discussing their mind map structures and collaborating to ensure accuracy, indicating a deeper engagement with the Social Studies material. Lev Vygotsky (2023) emphasizes that "learning is a social process," and this collaborative element seemed to significantly enhance comprehension.

The qualitative analysis of student work samples from Cycle 2 showed significant improvement in both the quality of mind maps and the resulting summaries. Mind maps were more organized, visually appealing, and effectively captured the key aspects of the Islamic Kingdoms material. Crucially, the summaries derived from these mind maps were notably more concise, coherent, and accurate, demonstrating a stronger grasp of the skill. As Lucy Calkins (2023) points out, "When students have clear structures, their writing often reflects that clarity."

The quantitative results at the end of Cycle 2 demonstrated a substantial improvement in students' Summary Writing Skills. The post-test scores showed that a significant majority of students now achieved and often exceeded the Minimum Completeness Criteria (KKM) of 75. This marked a considerable leap from the pre-cycle conditions. As Dylan Wiliam (2023) maintains, "Effective formative assessment and subsequent adjustment of teaching are key drivers of learning gains."

Specifically, the percentage of students whose scores reached or exceeded the KKM of 75 was 78%. This figure not only surpassed the initial pre-cycle percentage of less than 50% but also comfortably exceeded the target of at least 70%. This outcome provides strong quantitative evidence of the intervention's success. As John Hattie (2024) would affirm, "High effect sizes in interventions are indicative of practices that truly make a difference to student learning."

Informal interviews conducted at the end of Cycle 2 revealed overwhelmingly positive feedback from students. Many expressed that the Mind Mapping Technique made the complex Social Studies material on Islamic Kingdoms in Indonesia much easier to understand and remember. They specifically highlighted how the visual organization helped them to "see" the main points and how to connect them, making the summary writing process less daunting. This qualitative validation from the students themselves strengthened the findings. As Seidman (2023) believes, "Understanding the experience of the learner is paramount for effective educational research."

B. Discussion

1. Analysis of Improvement in Summary Writing Skills

The significant improvement observed in students' summary writing skills from the pre-cycle to the post-cycle is a central finding of this research. The shift from less than 50% of students achieving the KKM to 78% exceeding it provides compelling quantitative evidence of progress. This dramatic increase suggests that the traditional methods of teaching summary writing were less effective for this cohort, and the introduction of the Mind Mapping Technique offered a much-needed alternative. As Robert Marzano (2022) emphasizes, "When students are taught explicit strategies for processing information, their academic performance measurably improves." The direct correlation between the intervention and the improved scores highlights the effectiveness of a targeted strategic approach.

Qualitative data further illuminated the nature of this improvement. Before the intervention, student summaries were often characterized by rote transcription, disorganization, and a failure to distinguish key information from supporting details. However, post-intervention work samples consistently showed more concise, coherent, and accurate summaries. Lucy Calkins (2023) asserts that "true summarization is a cognitive act of distilling meaning," and the qualitative analysis revealed that students were indeed engaging in this deeper level of processing. The visual framework of mind maps appeared to scaffold this cognitive process, making it more accessible.

The iterative nature of the Classroom Action Research design allowed for continuous refinement of the intervention, which played a crucial role in maximizing the improvement. The challenges identified in Cycle 1, such as the struggle to transition from mind map to written summary, were directly addressed in Cycle 2 through targeted instruction. As Jean McNiff (2024) notes, "Action research is about informed action; learning from what happened and acting differently." This adaptive approach ensured that the pedagogical strategies were continually optimized to meet student needs, leading to more robust outcomes.

Student self-reports from informal interviews also provided valuable insights into their perceived improvement. Many students expressed a newfound confidence in tackling summary writing tasks, attributing it directly to the structured approach offered by mind mapping. This aligns with Carol Dweck's (2023) concept of building a growth mindset, where "students who believe their intelligence can grow are more likely to persevere through challenges." The perceived mastery over the task likely contributed to their increased engagement and ultimately, their higher scores.

The improvement was not merely in the length reduction of summaries but in their qualitative aspects, including accuracy and coherence. Students demonstrated a better ability to identify the central themes of the Islamic Kingdoms material and connect related ideas logically. This suggests that the Mind Mapping Technique facilitated a deeper understanding of the content itself, rather than just providing a formula for writing. As Tony Buzan (2023) claims, "Mind maps enhance clarity of thought, which naturally leads to clear communication."

In conclusion, the analysis strongly indicates that the application of the Mind Mapping Technique was instrumental in significantly improving students' Summary Writing Skills. This improvement was evident across both quantitative scores and qualitative assessments of student work and perceptions, demonstrating a comprehensive positive impact on their ability to process and articulate information from complex Social Studies material. This success underscores the importance of employing innovative and visually oriented strategies to address specific learning deficits.

2. Effectiveness of Mind Mapping Technique

The research findings provide compelling evidence for the effectiveness of the Mind Mapping Technique as a pedagogical tool for improving summary writing skills in the context of Social Studies learning. The visual and non-linear structure of mind maps proved to be a highly effective scaffold for students struggling with traditional linear note-taking and information organization. As Joseph Novak (2022) emphasizes, "Meaningful learning occurs when new knowledge is linked to existing knowledge in a non-arbitrary way," and mind maps intrinsically facilitate these connections.

The effectiveness stems from several key aspects of mind mapping. Firstly, it actively engages students in the process of identifying main ideas and subordinate details, forcing them to critically evaluate the importance of information. This aligns with Daniel Willingham's (2022) assertion that "memory is the residue of thought." By requiring students to think deeply about the relationships between historical events and concepts, mind maps promoted deeper cognitive processing than passive reading or note-taking.

Secondly, the visual representation inherent in mind mapping appeared to significantly aid memory and recall. The use of colors, images, and spatial arrangements made the complex information about Islamic Kingdoms in Indonesia more memorable and easier to retrieve. Tony Buzan (2023) consistently advocates for this, stating, "The brain learns more effectively when it can see connections and visualize information." Students reported that they could "see" the entire historical narrative laid out, which helped them piece together their summaries.

Thirdly, mind mapping fostered a sense of ownership and creativity in learning. Students were empowered to create their own unique visual representations of the material, which increased their engagement and motivation. Ken Robinson (2022) strongly argues for fostering creativity in education, stating that "creativity is as important as literacy." This creative outlet made the often-daunting task of summarizing complex historical texts more appealing and less like a chore.

Furthermore, the technique proved effective in breaking down the overwhelming volume of information in Social Studies learning material into manageable chunks. By organizing information into distinct branches, students were able to tackle the content systematically, reducing cognitive overload. Robert Marzano (2022) often discusses the importance of chunking information for effective learning, and mind mapping inherently provides this structure.

Finally, the collaborative elements observed during the mind mapping process contributed to its overall effectiveness. When students discussed how to map out a concept or which details were most important, they were engaging in peer learning and strengthening their understanding. Lev Vygotsky (2023) highlighted the importance of social interaction in cognitive development, and the collaborative creation of mind maps provided a rich environment for this. Overall, the Mind Mapping Technique proved to be a versatile and powerful tool that directly addressed the identified learning deficit.

3. Challenges and Solutions in Implementation

Despite its overall success, the implementation of the Mind Mapping Technique was not without its challenges, particularly in the initial stages. One primary challenge observed in Cycle 1 was students' initial resistance or unfamiliarity with moving away from traditional linear note-taking methods. As John Hattie (2024) cautions, "Changing habits, even for the better, requires deliberate effort and persistence." Many students were accustomed to simply transcribing what was written or said, and the active construction required by mind mapping was a significant shift.

A solution to this initial resistance involved providing explicit and repeated modeling of mind mapping. The researcher (teacher) dedicated ample time to demonstrating how to start a mind map, how to branch out, and how to use keywords and images. This aligns with Albert Bandura's (2023) social learning theory, where "learning often occurs through observation and imitation." Gradual release of responsibility was also employed, moving from guided practice to independent application.

Another challenge was ensuring that students transitioned effectively from creating a mind map to writing a coherent summary. While mind maps helped organize information, some students still struggled with the linguistic aspect of transforming visual ideas into well-structured sentences and paragraphs. Lucy Calkins (2023) notes that "while organizing ideas is crucial, the craft of writing requires specific instruction in sentence fluency and coherence." This indicated a need for more direct teaching on the conversion process.

To address this, Cycle 2 incorporated explicit instruction on "summary rules" that directly leveraged the mind map structure. For example, students were guided to use their main branches as topic sentences for paragraphs and to select only key facts from sub-branches. They also engaged in peer review sessions focused on conciseness and clarity. This targeted support helped bridge the gap between visual organization and written articulation.

Furthermore, managing classroom time effectively to allow for both mind mapping creation and summary writing within the lesson structure posed a challenge. The initial learning curve for mind mapping consumed valuable instructional time. As Robert Marzano (2022) advises, "Effective time management is critical for instructional success." Careful planning of lesson segments was necessary to ensure sufficient time for each activity.

The solution involved streamlining the process and utilizing homework assignments for completing or refining mind maps and summaries. Incorporating shorter, more focused mind mapping exercises initially also helped students gain proficiency more quickly. This iterative adjustment of pacing and workload was vital for successful implementation.

Finally, ensuring that all students, regardless of their initial proficiency level, benefited from the intervention was a continuous challenge. Some higher-achieving students found mind mapping intuitive, while others, particularly those with existing learning difficulties, required more individualized attention. Differentiated instruction was key, providing varied levels of support. As Carol Ann Tomlinson (2023) states, "Differentiated instruction is not a set of strategies, but a way of thinking about teaching and learning." This inclusive approach ensured that the benefits of mind mapping were accessible to a broader range of learners.

In summary, the challenges encountered during implementation, primarily related to habit change, skill transfer, and time management, were systematically addressed through responsive pedagogical adjustments. These solutions, informed by ongoing observation and reflection, underscore the adaptive nature of Classroom Action Research and its capacity to overcome practical hurdles in real-world educational settings.

4. Implications for Social Studies Learning

The successful application of the Mind Mapping Technique in improving Summary Writing Skills has significant implications for Social Studies learning, particularly concerning the comprehension and retention of complex historical narratives like the Islamic Kingdoms in Indonesia. Traditionally, Social Studies often involves a large volume of factual information, which can be overwhelming for students. As Kieran Egan (2023) suggests in his work on imaginative education, "We need to make learning memorable, and that often involves more than just listing facts." Mind mapping provides a powerful framework for organizing these facts into meaningful, interconnected structures.

The findings suggest that mind mapping can transform students' engagement with historical texts from passive reading to active construction of knowledge. Instead of simply memorizing dates and names, students using mind maps were observed to be actively dissecting the material, identifying relationships, and understanding the causal links between events. This aligns with David Perkins's (2022) view that "understanding is a matter of being able to do a variety of thought-provoking things with a topic." This deeper engagement is critical for true historical literacy.

Furthermore, improved summary writing skills, facilitated by mind mapping, directly enhance students' ability to synthesize information from various sources within Social Studies. Whether it's integrating information from a textbook, an article, or a video, the capacity to distill key points is paramount. As Jeff Zwiers (2022) states, "Summarizing is a high-leverage academic talk and writing skill that helps students deepen their understanding of content." This suggests that mind mapping has broader benefits for research and analytical tasks inherent in Social Studies.

The visual nature of mind maps also caters to diverse learning styles, making Social Studies content more accessible to a wider range of students. Learners who struggle with linear text processing or who are visual learners particularly benefited from this approach, allowing them to grasp complex historical timelines and socio-political structures more easily. Howard Gardner (2023), with his theory of multiple intelligences, would support strategies that cater to varied cognitive strengths, and mind mapping clearly provides such an avenue.

Moreover, the application of mind mapping in Social Studies fosters critical thinking by prompting students to discern between essential and non-essential information. This evaluative skill is fundamental to historical analysis, where students must weigh evidence and identify the most significant aspects of a historical period. As Sam Wineburg (2022), a leading scholar in historical thinking, emphasizes, "History is not just facts; it's an interpretive discipline." Mind mapping supports this by encouraging students to make interpretive choices about what is most important.

In conclusion, the success of this research highlights that innovative pedagogical approaches, such as the Mind Mapping Technique, can significantly improve foundational skills like summary writing, which in turn enhances overall learning in content-heavy subjects like Social Studies. This suggests a valuable shift from traditional, often rote-learning methods to more active, visually-driven strategies that empower students to genuinely understand, process, and articulate historical knowledge. This could lead to more profound and enduring learning experiences within the Social Studies curriculum.

Chapter V. Conclusion and Recommendations

A. Conclusion

This Classroom Action Research aimed to address the observed deficiency in Summary Writing Skills among students in Class 7B at State Junior High School 45 Klm during the 2024/2025 school year, particularly in Social Studies Learning Material Islamic Kingdoms in Indonesia. The initial findings revealed that less than 50 per cent of students were able to achieve the Minimum Completeness Criteria (KKM) of 75 in summary writing, indicating a significant learning gap. As John Hattie (2024) consistently reminds educators, "Identifying where students are currently performing is the essential first step towards designing effective learning interventions." This baseline data underscored the urgent need for a pedagogical shift.

The intervention implemented was the application of the Mind Mapping Technique, with the core assumption that its visual and organizational properties would facilitate better information processing and, consequently, improve summary writing abilities. The research followed a cyclical action research design, encompassing two cycles of planning, acting, observing, and reflecting. This iterative process allowed for continuous refinement of the instructional strategies, ensuring that the Mind Mapping Technique was adapted to best suit the students' needs. As Jean McNiff (2024) emphasizes, "Action research provides a systematic way for practitioners to improve their own practice by learning from their experiences."

The findings from the two cycles demonstrated a substantial and statistically significant improvement in students' Summary Writing Skills. Quantitative data from the post-test revealed that 78 per cent of students successfully achieved and often exceeded the Minimum Completeness Criteria (KKM) of 75. This marked a remarkable increase from the pre-cycle condition and comfortably surpassed the research's target of at least 70 per cent. This outcome strongly supports the efficacy of the Mind Mapping Technique as a tool for enhancing academic performance in specific skill areas. As Dylan Wiliam (2023) points out, "Significant shifts in student outcomes are often a testament to the power of well-implemented pedagogical changes."

Qualitative data further enriched these findings, providing deeper insights into how the improvement occurred. Observations and field notes indicated increased student engagement, active participation, and improved confidence in tackling summary writing tasks. Students gradually moved from passive transcription to active construction of knowledge. Interviews revealed that students perceived mind mapping as a helpful tool for organizing complex information and making the Social Studies material more accessible and memorable. Tony Buzan (2023) would agree that "Mind Maps unlock the potential of the brain, leading to clearer thinking and better retention."

The successful implementation and positive results of this research directly addressed the formulated problem and achieved both research objectives. Firstly, the study described the effective process of improving summary writing skills through mind mapping, outlining the iterative adjustments made. Secondly, it conclusively demonstrated the extent of the increase in student scores, reaching the targeted percentage of students exceeding the KKM. This comprehensive success affirms that the application of the Mind Mapping Technique can indeed be a viable and effective solution to enhance specific literacy skills in a content-rich subject.

In essence, the conclusion is that the Mind Mapping Technique proved to be a highly effective innovation in teaching presentation, significantly improving students' Summary Writing Skills in Social Studies Learning Material Islamic Kingdoms in Indonesia. This success underscores the importance of employing visual and active learning strategies to overcome learning difficulties and foster deeper comprehension and skill development. As Robert Marzano (2022) frequently asserts, "When teachers explicitly teach students how to process information, they empower them with tools for lifelong learning."

B. Recommendations

Based on the findings and conclusions of this Classroom Action Research, the following recommendations are put forth for various stakeholders in the educational process:

1. For Teachers:

It is strongly recommended that teachers, particularly those teaching Social Studies or other content-heavy subjects, consider integrating the Mind Mapping Technique into their regular pedagogical repertoire. The research clearly demonstrated its effectiveness in improving summary writing skills and overall comprehension of complex material. As Michael Fullan (2023) advocates for continuous professional learning, "Teachers must be lifelong learners, constantly exploring and refining their practice to meet evolving student needs." Training and workshops on effective mind mapping strategies, including how to transition from mind map to written output, would be highly beneficial.

2. For Students:

Students are encouraged to actively embrace and practice the Mind Mapping Technique not only in Social Studies but across all subjects requiring information organization and summarization. The research showed that consistent application leads to significant improvements in learning outcomes and enhances understanding. As Carol Dweck (2023) suggests, "Students with a growth mindset see challenges as opportunities to grow." Developing proficiency in mind mapping will empower students with a powerful self-directed learning tool, fostering greater autonomy and mastery over their academic tasks.

3. For School Administration (State Junior High School 45 Klm):

It is recommended that the school administration consider promoting and supporting the wider adoption of the Mind Mapping Technique across various subjects within the curriculum. Providing resources such as training for teachers, necessary materials (large paper, colored pens), and platforms for sharing successful implementation strategies would be invaluable. As Andreas Schleicher (2023) argues, "Effective school leadership creates an environment where innovation can flourish and where teachers are supported in improving their practice." Recognizing and celebrating teacher-led research initiatives like this can also foster a culture of continuous improvement.

4. For Future Researchers:

This research provides a solid foundation for future studies. It is recommended that future researchers explore the effectiveness of the Mind Mapping Technique in different subject areas (e.g., Science, Language Arts), with different age groups, or in varying educational contexts (e.g., rural vs. urban schools). Further studies could also investigate the long-term retention of information when learned through mind mapping versus traditional methods. As Creswell and Creswell (2024) advise, "Research generates more questions than it answers," and each successful study opens new avenues for inquiry.

5. For Curriculum Development:

Curriculum developers should consider explicitly integrating visual organizational tools like mind mapping into official curriculum guidelines, emphasizing their role in developing critical thinking, comprehension, and writing skills. By acknowledging and providing frameworks for such strategies, they can empower teachers and ensure a more consistent and effective approach to information processing across disciplines. Peter Elbow (2022) consistently emphasizes that "writing instruction should focus on the cognitive processes involved, not just the final product."

6. General Recommendation on Innovative Teaching:

This study reinforces the overarching importance of teachers embracing innovation in their teaching presentation to meet the diverse learning needs of students and to improve learning outcomes. The success of the Mind Mapping Technique highlights that thoughtful, research-informed pedagogical changes can yield significant positive results. As Sir Ken Robinson (2022) so eloquently put it, "Education is about learning to do new things, not just learning existing things." Educators should be continually encouraged and supported to explore, adapt, and implement creative strategies that foster deeper learning and engagement in the classroom.

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