%0 Thesis
%9 Skripsi
%A Anik Masruroh, NIM. 13690010
%B FAKULTAS SAINS DAN TEKNOLOGI
%D 2018
%F digilib:30370
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Mind Mapping Learning Strategy, Student Physics Learning Results,  Student Metacognitive Ability, Gas Kinetic Theory.
%T TEORI KINETIK GAS DI MA AL MA’HAD AN NUR NGRUKEM SEWON BANTUL
%U https://digilib.uin-suka.ac.id/id/eprint/30370/
%X The purpose of this research is to know: (1) Influence of mind mapping  learning strategy to improve student learning outcomes, (2) difference of learning  result improvement between mind mapping learning strategy and conventional  learning strategy, (3) Influence mind mapping learning strategy to increase  metacognitive ability students, (4) The difference of students' metacognitive ability  improvement between mind mapping learning strategy and conventional learning  strategy.  This research is a quasi experimental research with the research design used  in the form of nonequivalent control group design. Variable in this research is  independent variable in the form of learning with mind mapping learning strategy  and dependent variable in the form of student learning result and metacognitive  ability of student. Subjects in this study were all students of class XI IPA MA Al  Ma'had An Nur Bantul year 2016/2017 so that used sampling technique in the form  of saturated sampling. Class XI IPA 1 as control class and class XI IPA 2 as  experiment class. Students 'physics learning result data is obtained through the  pretest-posttest questionnaire in the form of essay questions, while the students'  metacognitive ability data is obtained through questionnaire. Data of students'  physics learning result and metacognitive ability of students were analyzed using  descriptive statistics to determine the effect and N-Gain formula to know the  magnitude of the improvement.  The results showed that (1) Learning with mind mapping learning strategy had an  effect on improving physics learning result seen from average of pretest and posttest  value. (2) There is a difference in the increase of physics learning outcomes between  the experimental class and the control class. The difference is 0.11 where the control  class is superior to the experimental class, (3) The learning with mind mapping  learning strategy has an effect on improving the students' metacognitive ability seen  from the average questionnaire score. (4) There is a difference in the metacognitive  capability improvement between the experimental class and the control class. The  magnitude difference is 0.31 where the experimental class is superior to the control  class.
%Z Widayanti, M.Sc