[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-236768-105":3,"detail-sidebar-cat-1-en-105":73,"doc-detail-236768-en":118},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","using-mind-mapping-learning-methods-for-childrens-language-skills-volume-15-issue-1","Using Mind Mapping Learning Methods for Children’s Language Skills - Volume 15 - Issue 1","","Language skills shape early academic progress and social-emotional development and strongly influence school readiness. This classroom action research applies mind mapping learning methods to improve children’s language skills. Using Kemmis and Taggart’s cycle model, the study involves 12 children in group B. Data are gathered through observation, interviews, and documentation, validated via source and method triangulation. Analysis uses data condensation, presentation, and conclusions; results rise from 75% in cycle I to 92% in cycle II, with teacher observations and children’s activities also increasing significantly.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/using-mind-mapping-learning-methods-for-childrens-language-skills-volume-15-issue-1/236768/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-mind-mapping-learning-methods-for-childrens-language-skills-volume-15-issue-1/236768.png","ImageObject",442,249,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",14,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What were the main results for language skills?","Question",{"text":63,"@type":64},"Children’s language skills increased from 75% in the first cycle to 92% in the second cycle, supported by teacher observations and children’s activity percentages.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},236768,1791731734,{"code":4,"msg":74,"data":75},"success",[76,80,85,89,94,99,104,109,114],{"id":77,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":78,"slug":79},11,90,"presentations",{"id":81,"doc_module":22,"doc_module_name":25,"category_name":82,"show_sort_weight":83,"slug":84},12,"Resumes",80,"resumes",{"id":55,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},"Invoices",70,"invoices",{"id":90,"doc_module":22,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},15,"Posters",60,"posters",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},16,"Social Media",50,"social-media",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},17,"Forms",40,"forms",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},18,"Letters",30,"letters",{"id":110,"doc_module":22,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},21,"Paper Templates",5,"papers-templates",{"id":115,"doc_module":22,"doc_module_name":25,"category_name":116,"show_sort_weight":4,"slug":117},158,"General","general-158",{"code":4,"msg":74,"data":119},{"doc_id":71,"user_id":120,"nickname":42,"user_avatar":121,"doc_module":22,"category_id":77,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":122,"file_id":123,"file_url":124,"file_type":125,"file_size":126,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":127,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":128,"faqs":129,"seo_title":130,"seo_description":12,"update_tm":131,"read_time":132},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Jurnal Pendidikan Usia Dini  \n[http://journal.unj.ac.id/unj/index.php/jpud](http://journal.unj.ac.id/unj/index.php/jpud)[ ](http://journal.unj.ac.id/unj/index.php/jpud)[Volume 15. Number 1. April 2021](Volume 15. Number 1. April 2021)  \ne-ISSN (Online Media): 2503-0566  \nP-ISSN (Print Media): 1693-1602  \nUsing Mind Mapping Learning Methods for Children’s Language Skills  \nSitti Rahmaniar Abubakar 1 Universitas Halu Oleo, Indonesia 1,2,3,4  \nAprillianti2 Ahid Hidayat3 Muamal Gadafi4 Nanang Sahriana5  \nUniversitas Negeri Semarang, Indonesia5  \nDOI: [https://doi.org/10.21009/JPUD.151.08](https://doi.org/10.21009/JPUD.151.08)  \nAccepted: January 15th2021.Approved: March 4th2021. Published: 30th April 2021  \nABSTRACT: Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92% . Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3% . While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85% . This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.  \nKeywords: Early Childhood, language Skills, Mind Mapping Learning Methods  \n5 Corresponding Author:  \nPG-PAUD, Universitas Halu Oleo PAUD, Universitas Negeri Semarang Email: [sittirahmaniar_fkip@uho.ac.id](sittirahmaniar_fkip@uho.ac.id)  \n[nanang.sahriana@gmail.com](nanang.sahriana@gmail.com)  \nMind Mapping Learning Methods for Children’s Communication Skills  \nVol. 15.1 April 2021  \n1 INTRODUCTION  \nOne of the most common challenges over the childhood years was language deficitsand difficulties. Such issues are first discovered by one of two methods: referral or screening. When an infant is accused of having a language problem or problem, thorough tests should be conducted after the initial identification. Neuromotor disability, hearing loss, common learning disorders, and particular language and speech problems may also be detected by language (Whitehurst & Fischel, 1994) . Failure to meet traditional language and communication trajectories is both a risk factor for subsequent language challengesand a predictor of possible problems with reading, numeracy, and sociobehavioural facets of growth (Whitehurst & Fischel, 1994) . Prospective surveys of children with speech and language disorders have shown that this group has a high degree of ongoing communication problems (Botting & Conti-Ramsden, 2000) .  \nBad language skills in the early years may have a far-reaching and long-lasting effect on an infant, according to research (Pace et al., 2019) . Children who start kindergarten with strong language skills have a greater chance of succeeding in school, further education, and economic achievement as adults. Children with impaired language skills at the age of five, on the o","cbCaitiewJVN8Saw","https://ap.wps.com/l/cbCaitiewJVN8Saw","pdf",506296,"English","# Introduction\n## Background of early language challenges\n## Impact of language skills on education and wellbeing","[{\"question\":\"What were the main results for language skills?\",\"answer\":\"Children’s language skills increased from 75% in the first cycle to 92% in the second cycle, supported by teacher observations and children’s activity percentages.\"}]","Using Mind Mapping Learning Methods for Children’s Language Skills - Volume 15 - Issue 1 | PDF",1789107486,7]