Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

Rida Fironika Kusumadewi, Imam Kusmaryono


Concept maps are closely related to students' understanding of knowledge and creative thinking skills. This study aims to determine the effectiveness of concept maps as in increasing understanding of knowledge and creative thinking skills when students are involved in learning activities. The type of research method chosen is descriptive analysis. Research data were collected through (1) questionnaires, (2) concept map assessment rubrics, and (3) interviews. The results of the questionnaire were evaluated using the percentage technique. Students' answers to open-ended questions about the advantages and disadvantages of applying concept maps are summarized and analyzed descriptively. The results showed that most respondents stated that learning with concept maps was fully effective. Analysis of answers to questionnaires and open-ended questions cloncludes that concept maps are effective as a tool to improve students' understanding of knowledge and creative thinking skills that have implications for meaningful learning, student positive attitudes, and student academic achievement.


Concept maps; Knowledge; Understanding; Creative thinking

Full Text:



Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 4(1), 1–13.

Åhlberg, M. K. (2013). Concept mapping as an empowering method to promote learning, thinking, teaching and research. Journal for Educators, Teachers and Trainers JETT, 4(1), 25–35.

Alkilany, A. (2017). The impact of using conceptual maps on the development of creative thinking of students. Information and Knowledge Management, 7(6), 54–60.

Anohina-Naumeca, A. (2015). Justifying the usage of concept mapping as a tool for the formative assessment of the structural knowledge of engineering students. Knowledge Management and E-Learning, 7(1), 56–72.

Arvyati, Ibrahim, M., & Irawan, A. (2015). Effectivity of peer tutoring learning to increase mathematical creative thinking ability. International Journal of Education and Research, 3(1), 613–628.

As’ari, A. (2016). Using mind maps as a teaching and learning tool to promote student engagement. Loquen: English Studies Journal, 10(01), 1–10.

Astuti, A., Waluya, S. B., & Asikin, M. (2020). The important of creative thinking ability in elementary school students for 4.0 era. International Journal of Educational Management and Innovation, 1(1), 91–98.

Baig, M., Tariq, S., Rehman, R., Ali, S., & Gazzaz, Z. J. (2016). Concept mapping improves academic performance in problem solving questions in biochemistry subject. Pakistan Journal of Medical Sciences, 32(4), 801–805.

Barchi, B. (2019). Development of creative thinking of students of psychologists. International Scientific Journal «Education and Science», 2(1), 68–71.

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–71.

Cañas, A. J., Reiska, P., & Möllits, A. (2017). Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty. Knowledge Management and E-Learning, 9(3), 348–365.

Chung, S. K., & Li, D. (2021). Issues-based STEAM education: A case Sstudy in a Hong Kong secondary school. International Journal of Education & the Arts, 22(2), 1–23.

Cooper, Y., & Zimmerman, E. (2020). Concept Mapping: A practical process for understanding and conducting art education research and practice. Art Education, 73(2), 24–32.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of thescience of learning and development. Applied Developmental Science, 24(2), 97–140.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education-A systematic literature review. Thinking Skills and Creativity, 8(1), 80–91.

Dewi, C. A., & Mashami, R. A. (2019). The effect of chemo-entrepreneurship oriented inquiry module on improving students’ creative thinking ability. Journal of Turkish Science Education, 16(2), 253–263.

Erdimez, O., Tan, S., & Zimmerman, R. (2017). The use of concept maps as a tool to measure higher level thinking skills in elementary school science classes. Journal for the Education of Gifted Young Scientists, 5(2), 1–18.

Hammond, D., Flook, L., Harvey, L. C., Barron, C., Osher, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 0(0), 1–44.

Huang, P., Lin, S., Yuan, J., & Chen, H. (2020). Course achievement evaluation using concept map in traditional learning. Journal of Physics: Conference Series, 1624(5), 1–6.

Isaac, O. E., & Chikweru, A. E. (2018). Test for significance of Pearson’s correlation coefficient (r). International Journal of Innovative Mathematics, Statistics & Energy Policies, 1(1), 11–23.

Khoiriyah, A. J., & Husamah, H. (2018). Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. Journal of Biology Education Indonesia, 4(2), 151–160.

Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Res Nurs Health, 40(1), 23–42.

Kinchin, I. M., Möllits, A., & Reiska, P. (2019). Uncovering types of knowledge in concept maps. Education Sciences, 9(131), 1–14.

Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ approaches to guiding mathematics problem solving. Lumat, 6(1), 22–40.

Kuech, R. K. (2014). Using concept maps to assess science knowledge of pre-service elementary methods students. European Scientific Journal, 1(11), 290–294.

Kupers, E., Lehmann-Wermser, A., McPherson, G., & van Geert, P. (2019). Children’s creativity: A theoretical framework and systematic review. In Review of Educational Research (Vol. 89, Issue 1).

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). Construction of students’ mathematical knowledge in the zone of proximal development and zone of potential construction. European Journal of Educational Research, 10(1), 341–351.

Kusmaryono, I., Gufron, A. M., & Rusdiantoro, A. (2020). Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level. Numerical: Jurnal Matematika Dan Pendidikan Matematikaatematika, 4(1), 13–22.

Latif, Ab, Dahlan, A. H., & Mulud, A. (2018). The advantages of using concept mapping notes in classroom teaching. Malaysian Journal of Medical Research, 2(1), 37–48.

Latif, Abdul, Mohamed, R., Dahlan, R., Nor, A. M., & Zarawi, M. (2016). Concept mapping as a teaching tool on critical thinking skills and academic performance of diploma nursing students. Education in Medicine Journal, 8(1), 76–75.

Luton, C. (2021). Coaching preservice teachers to integrate the arts in STEM content. International Journal of Education & the Arts, 22(5), 1–15.

Mekonnen, F. D. (2020). Evaluating the effectiveness of ‘ learning by doing ’ teaching strategy in a research methodology course, Hargeisa, Somaliland. African Educational Research Journal, 8(1), 13–19.

Miranti, M. G., & Wilujeng, B. Y. (2018). Creative thinking skills enhancement using mind mapping. Advances in Social Science, Education and Humanities Research, 112(Iconhomecs 2017), 39–42.

Mukhopadhyay, K., Mukherjee, S., Dhok, A., Chatterjee, C., & Ghosh, J. (2019). Use of concept map as a reinforcement tool in undergraduate curriculum: An analytical study. Journal of Advances in Medical Education & Professionalism, 7(3), 118–122.

Nair, S. M., & Narayanasmy, M. (2013). The effects of utilising the concept maps in teaching history. International Journal of Instructionstruction, 6(2), 109–126.

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186.

Pilar Ibáñez-Cubillas, D., Es, P., Da, D., Gallego-Arrufat, M.-J., & Es, M. (2017). Design of a formative intervention using concept maps in learning communities. Píxel-Bit. Revista de Medios y Educación, 51(7), 1133–8482.

Ritter, S. M., & Mostert, N. (2017). Enhancement of creative thinking Skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1(3), 243–253.

Romero, C., Cazorla, M., & Buzón, O. (2017). Meaningful leqarning using concept maps as a learning strategy. Journal of Technology and Science Education, 7(3), 313–332.

Safdar, M. (2012). Concept maps: An instructional tool to facilitate meaningful learning. European Journal of Educational Research, 1(1), 55–64.

Sayani, A. H. (2015). My philosophy of teaching and learning. Open Access Library Journal, 02(12), 1–4.

Sharma, M. R. (2020). High school teachers’ experiences in classroom ecology of language teaching: A study from the phenomenological perspective. Journal of English Education and Teaching, 4(4), 466–482.

Singh, I. Sen. (2015). The effect of using concept maps as study tools on achievement in chemistry at tertiary level. Jouranal of Education and Practice, 6(15), 106–116.

Taadi, D. T. J. R. S. M. D. (2019). The Effect of mind mapping based imindmap application on the creativity and concept understanding of students. Innovative Journal of Curriculum and Educational Technology, 8(1), 41–50.

Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296.

Taie, E. S. (2014). Concept mapping as an innovative teaching strategy to enhance cognitive learning in nursing administration course. International Journal for Innovation Education and Research, 2(7), 11–25.

Ülger, K. (2016). The relationship between creative thinking and critical thinking skills of students. Hacettepe University Journal of Education, 31(4), 695–710.

Vodovozov, V., & Raud, Z. (2015). Concept maps for teaching, learning, and assessment in electronics. Education Research International, 12(2), 1–9.

Watson, M. K., Barrella, E., & Pelkey, J. (2016). Concept maps as teaching, learning, and assessment tools. First Year Engineering Experience (FYEE) Conference, 1(August), 1–3.

Yaacob, A., Mohd Asraf, R., Hussain, R. M. R., & Ismail, S. N. (2020). Empowering learners’ reflective thinking through collaborative reflective learning. International Journal of Instruction, 14(1), 709–726.

Article Metrics

Abstract has been read : 454 times
PDF file viewed/downloaded: 0 times



  • There are currently no refbacks.

Copyright (c) 2022 Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran

Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran published by UNIVERSITAS PGRI MADIUN.

View Premiere Educandum Stats