The Use of Mind Maps and Educational Snakes and Ladders to Overcome Learning Difficulties in Acids and Bases
DOI:
10.65622/ijei.v2i1.254Downloads
Abstract
Low level of students’ conceptual understanding and engagement in learning chemistry, particularly on acid-base topics. The purpose of this study is to analyze the effectiveness of ethnoscience-based mind map wall displays and an educational Snakes and Ladders game in improving students’ conceptual understanding and motivation to learn. The study employed a qualitative classroom action research design conducted in two cycles, involving 67 eleventh-grade students at SMAN 4 Mataram, with data collected through observations, student worksheets, and learning evaluations. The results indicate a significant improvement in students’ conceptual understanding, active participation, and learning outcomes, as evidenced by more than 80 percent of students achieving scores above the minimum competency criteria and an increase in the average score from 62 to 81, along with positive student responses toward a more interactive and contextual learning process. In conclusion, the integration of visual, ethnoscience-based, and gamification-oriented learning media is effective in enhancing the quality of chemistry learning, particularly on acid-base material. This study suggests that innovative, contextual, and game-based learning strategies can serve as effective alternatives for improving the quality of science education.
Keywords:
acid base learning chemistry education ethnoscience gamification mind mappingReferences
Ahmed, S. K. (2024). The Pillars of Trustworthiness in Qualitative Research. Journal of Medicine, Surgery, and Public Health, 2(1), 100051. https://doi.org/10.1016/j.glmedi.2024.100051
Cai S. (2022). Digital Escape Rooms in Chemistry Education to Address Misconceptions. Journal of Chemical Education, 99 (9): 3384–3392. DOI: https://doi.org/10.1021/acs.jchemed.2c00178
Creswell J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. California.
Dado, M., Spence, J. R., & Elliot, J. (2023). The Case of Contradictions: How Triangulation and Member Checking Strengthen Qualitative Research. International Journal of Qualitative Methods, 22(1): 1-8. https://doi.org/10.1177/160940692311893
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 1(1): 9–15. https://doi.org/10.1145/2181037.2181040
Farizal, R., Haris, M., & Hadisaputra, S. (2024). Analisis Kesulitan Belajar Asam Basa pada Siswa Kelas XII Sman 1 Masbagik. Chemistry Education Practice, 7(2), 302-308. DOI:10.29303/cep.v7i2.7544
Freeman S., Eddy S. L., McDonough M., Smith M. K., Okoroafor N., Jordt H., & Wenderoth M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23): 8410–8415. DOI: https://doi.org/10.1073/pnas.1319030111
Gilbert J. K., & Treagust D. F. (2009). Multiple Representations in Chemical Education. Springer. Dordrecht.
Hagos, T., & Andargie, D. (2024). Effects of Formative Assessment with Technology on Students’ Meaningful Learning in Chemistry Equilibrium Concepts. Chemistry Education Research and Practice, 25(1): 276-299. https://pubs.rsc.org/en/content/articlehtml/2023/rp/d2rp00340f
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 1(1): 3025–3034. https://doi.org/10.1109/HICSS.2014.377
Islamiyah K.K., Rahayu S. & Dasna I.W. (2022). The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 7 (2): 385–397.
https://www.researchgate.net/publication/366828050
Johnstone A. H. (1991). Why Is Science Difficult to Learn? Things Are Seldom What They Seem. Journal of Computer Assisted Learning, 7(2): 75–83. DOI: https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Kemmis S. & McTaggart R. (1988). The Action Research Planner. Deakin University Press. Geelong.
Kumar S. (2024). An Analysis of Common Misconceptions in Chemistry Education and Practices. International Journal of Applied and Behavioral Sciences, 1(1):1-11. https://ijabs.niilmuniversity.ac.in/wp-content/uploads/2025/05/download-1.pdf
Liao, H., & Hitchcock, J. (2018). Reported Credibility Techniques in higher Education Evaluation Studies That Use Qualitative Methods: A Research Synthesis. Evaluation and Program Planning, 68(1): 157-165. https://doi.org/10.1016/j.evalprogplan.2018.03.005
Magnone, K. M. Q., & Yezierski, E. J. (2024). Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research. Journal of Chemical Education, 1(1): 51-56. https://doi.org/10.1021/acs.jchemed.3c00217
Marfu’a, S., & Astuti, R. T. (2022). Analisis Kesulitan Belajar Siswa dalam Memahami Materi Kesetimbangan Kimia. Prosiding Seminar Nasional Pendidikan Kimia. 297-307.
Maršálek R., Trčková K. & Václavíková Z. (2024). Interactive chemistry escape game as a tool for learning. Frontiers in Education, 9(1): 12-23. DOI: https://doi.org/10.3389/feduc.2024.1405324
Mertler C. A. (2017). Action Research: Improving Schools and Empowering Educators. Sage Publications. California.
Mukhollafah, W., Pranata, S. A., & Ummah, M. (2025). Increasing Vocabulary Mastery Through Kahoot: A Classroom Action Research. Jurnal Pengabdian Masyarakat, 4(2): 11047-11055. https://jerkin.org/index.php/jerkin/article/view/3586
Novak J. D., & Cañas A. J. (2008). The Theory Underlying Concept Maps and How to Construct Them. Florida Institute for Human and Machine Cognition. Florida.
Novak, J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct Them. Florida Institute for Human and Machine Cognition.
Partanen, L. (2018). Student-Centred Active Learning Approaches in Chemistry: An Action Research Study. Chemistry Education Research and Practice, 19(1): 885-904. https://pubs.rsc.org/en/content/articlehtml/2018/rp/c8rp00074c
Putri, W. N. E., & Wahyuningsih, I. (2024). Application of Problem Based Learning Model in Mathematics Learning to Improve Student Activity. Proceedings of the International Conference on Science and Technology in Innovation, 1(1): 1-3. https://seminar.ustjogja.ac.id/index.php/ICSTI/article/view/3260
Rahmadhani, R., & Guspatni, G. (2023). Deskripsi Kesulitan Belajar Siswa SMAN 3 Padang Panjang Pada Materi Asam Basa Kelas XI SMA/MA. Jurnal Arjuna, 1(4), 59-69. https://doi.org/10.61132/arjuna.v1i4.77
Rai, M., & Kaur, N. (2024). Mind Mapping as an Innovative Teaching Learning Tool in Education. Advances in Educational Technologies and Instructional Design Book Series, 63-80. https://doi.org/10.4018/979-8-3693-7555-6.ch003
Rokhman, F., & Yuniawan, T. (2021). Teacher's Professionality Development Through Classroom Action Research Training at Islamic State High School (MAN) in Purbalingga. Proceedings of the International Conference on Science and Education.
Rosida, N., & Muchson, M. (2020). Development of Guided Inquiry-Based Learning Materials in Acid-Base Topic. Enriched with Augmented Reality. 68-70. https://doi.org/10.2991/ASSEHR.K.200711.012
Sa’diyah, H. (2024). Improvement of Mathematics Learning Outcomes Through Discovery Learning Model. Research Journal on Teacher Professional Development, 2(2): 190-195. https://journal.walisongo.ac.id/index.php/rjtpd/article/view/15688
Siregar, T. (2025). Classroom Action Research-Based Learning Innovations: Kemmis and McTaggart Models. Preprints.
Srisawasdi N. & Panjaburee P. (2019). Implementation of Game-Transformed Inquiry-Based Learning to Promote Students’ Understanding and Motivation in Chemistry. Journal of Science Education and Technology, 28 (2): 152–164. DOI: https://doi.org/10.1007/s10956-018-9754-0
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta. Bandung.
Taber K. S. (2013). Revisiting the Chemistry Triplet: Drawing upon the Nature of Chemical Knowledge and the Psychology of Learning to Inform Chemistry Education. Chemistry Education Research and Practice, 14(2): 156–168. DOI: https://doi.org/10.1039/C3RP00012E
Thamrin, M. (2011). Enhancing Professional Development Through Classroom Action Research Projects: A Case Study of secondary English Teachers in Palu City, Central Sulawesi, Indonesia (Doctoral Dissertation). Victoria University of Wellington.
Turner N. (2023). Development and Assessment of Gamified Process-Oriented Guided Inquiry Learning Activities in Chemistry Courses. Electronic Theses and Dissertations, South Dakota State University. DOI: https://openprairie.sdstate.edu/etd/
Tursyngozhayev K. & Kavak N. (2024). Enhancing Chemistry Education Through Gamification: A Card Game Approach. Journal of Chemical Education, 101 (5): 2105–2113. DOI: https://doi.org/10.1021/acs.jchemed.3c00983
Widarti, H. R., Sumarsono, R. B., Sulistio, D., Robi’ah, S. A. A., Puteri, E. A. A., Iklima, I. K., & Rokhim, D. A. (2024). Development of Pintarin.Edu as a PTK Learning Application to Improve the Quality of Classroom Action Research Results. SAR Journal, 1(1), 317–324. https://doi.org/10.18421/sar74-05
Wu M., Tian P., Sun D., Feng D. & Luo M. (2025). Evaluating Students' Conceptual Understanding Using Concept Mapping in Chemistry Education. International Journal of Science and Mathematics Education, 23 (1): 1–21. DOI: https://doi.org/10.1007/s10763-024-10494-y
Yadav, S., & Dixit, S. (2024). An empirical study of gamification in educational sector. Journal of Information and Optimization Sciences, 45(6), 1743–1756. https://doi.org/10.47974/jios-1762
Yulizah, Y., Sulistiyono, S., & Rozi, Z. F. (2025). Analisis Kebutuhan Modul Kimia Asam-Basa Berbasis Project Based Learning (PjBL) di SMA Negeri 1 Kota Lubuklinggau. Jago MIPA: Jurnal Pendidikan MIPA, 5(2), 402-411. https://doi.org/10.53299/jagomipa.v5i2.1514
