Improving Narrative Writing Performance through Digital Mind Mapping - A Mixed-Methods Investigation of Cognitive Engagement and Skill Development

Q: What problem does the study address in students’ narrative writing?

Students face hesitation and distress when writing narratives, leading to poorly organized and unclear texts because ideas are hard to translate into coherent written form.

Q: How was the research conducted?

The study used a sequential explanatory design with a mixed-methods approach to examine effects of mind mapping on writing abilities across two experimental groups.

Q: What outcomes did the study find from using digital mind mapping?

Writing improved significantly, particularly in structure and clarity, and statistical analysis showed a significant difference between groups (p-value = 0.001).

Q: How did students respond to mind mapping?

Both groups expressed high satisfaction, describing the method as engaging and helpful for improving their learning experience.

Sep 11, 2026

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This study investigates how mind-mapping techniques influence students’ narrative writing skills, focusing on difficulties in organizing ideas and producing coherent written work. A sequential explanatory mixed-methods design examines the effects of mind mapping on writing abilities, comparing two experimental groups. Results indicate a marked improvement, especially in structure and clarity, with posttest findings showing a significant difference (p = 0.001 < 0.05). Participants report high satisfaction, finding the approach engaging and supportive.

LanguageEnglish

CategoryPaper Templates

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Pages13

Reading Time5 min

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Introduction

Writing challenges in urban and rural schools

Need for equitable educational support

Improving Narrative Writing Performance through Digital Mind Mapping: A Mixed-Methods Investigation of Cognitive Engagement and Skill Development Gusti Yarmi 1 , Adrias Adrias 2 , Nina Nurhasanah 1 , Agus Ruswandi 3 , Reni Nur Eriyani 1 , Miftahulkhairah Anwar 1 1 Faculty of Science Education, Universitas Negeri Jakarta, Indonesia 2 Faculty of Language and Art, Universitas Negeri Padang, Indonesia 3 Nusantara Islamic University, Bandung, Indonesia Abstract – This study investigates how the impact of mind-mapping techniques on improving students'narrative writing skills, addressing challenges in organizing thoughts, and creating coherent written work. The aim of the study is to determine if mind mapping can significantly enhance writing performance. Using a sequential explanatory design and mixedmethod approach, the research examined the effects of mind mapping on students’ writing abilities. The results showed a marked improvement in writing, particularly in structure and clarity. Statistical analysis revealed a significant difference between the two experimental groups, with the first group performing better, supported by a posttest result (p-value = 0.001, less than 0.05). Both groups expressed high satisfaction with mind mapping, finding it engaging and helpful. These findings suggest that mind mapping improves writing performance and enhances students' learning experience. Keywords – Mind mapping digital, writing skills, primary school, capital city, regency. DOI: 10. 18421/TEM144-61 [https://doi.org/10.18421/TEM144-61](https://doi.org/10.18421/TEM144-61) Corresponding author: Gusti Yarmi, Faculty of Science Education, Universitas Negeri Jakarta, Indonesia [Email:](Email: gyarmi@unj.ac.id)[ ](Email: gyarmi@unj.ac.id)[gyarmi@unj.ac.id](Email: gyarmi@unj.ac.id) Received: 28 March 2025. Revised: 24 June 2025. Accepted: 10 July 2025. Published: 27 November 2025 . © 2025 Gusti Yarmi et al.; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. The article is published with Open Access at [https://www.temjournal.com/](https://www.temjournal.com/) 1. Introduction The increasing pace of global development presents teachers with significant challenges, compelling them to rethink traditional pedagogical approaches and integrate more dynamic, student-centered methods into their classrooms. The function of education today holds immense significance, as it plays a central role in preparing students to face the complex, multifaceted challenges of the twenty-first century. For students to succeed in this ever-changing environment, education must offer diverse opportunities to develop academic knowledge and essential life skills. The capacity to adapt to various situations and effectively use the knowledge and skills learned during their education is crucial for success in today's world [1], [2], [3] . In particular, students must master critical thinking, creativity, communication, and collaboration — the“four Cs” —competencies that are central to thriving in the modern era [4], [5], [6] . These skills are foundational for academic achievement and indispensable for personal growth and professional success. Therefore, educational systems must move beyond traditional methods and embrace innovative approaches that holistically support the development of these skills. This study was conducted across two distinct elementary schools: one in the Indonesia’s Capital Region of Jakarta, an urban area, and the other in Malalak District, Agam Regency, a rural region in West Sumatra Province. Interviews with teachers and students revealed some significant issues regarding narrative writing. Regardless of location, many students showed signs of hesitation and distress when attempting to write narratives. This resulted in poorly organized writing, as students struggled to translate their ideas into coherent, well-structured texts effectively. Al

FAQs

What problem does the study address in students’ narrative writing?

Students face hesitation and distress when writing narratives, leading to poorly organized and unclear texts because ideas are hard to translate into coherent written form.

How was the research conducted?

The study used a sequential explanatory design with a mixed-methods approach to examine effects of mind mapping on writing abilities across two experimental groups.

What outcomes did the study find from using digital mind mapping?

Writing improved significantly, particularly in structure and clarity, and statistical analysis showed a significant difference between groups (p-value = 0.001).

How did students respond to mind mapping?

Both groups expressed high satisfaction, describing the method as engaging and helpful for improving their learning experience.

Sep 11, 2026

Upload by Valentina