Digital mind mapping-integrated think-pair-share and cognitive styles in geometry learning: evidence from secondary school students

Akhyat Khalimy Afif Romadlon; Baiduri; Agung Dediliawan  Ismail

doi:10.58524/jasme.v6i3.1389

Authors

Akhyat Khalimy Afif Romadlon Universitas Muhammadiyah Malang, Indonesia
Baiduri Universitas Muhammadiyah Malang, Indonesia
Agung Dediliawan Ismail Universitas Muhammadiyah Malang, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1389

Keywords:

Digital Mind Mapping, Mathematical Concept Understanding, Think-Pair-Share, Verbalizer, Visualizer

Abstract

Background: Integrating digital learning technologies with cooperative learning has become an important strategy for enhancing mathematics instruction. However, empirical evidence regarding the effectiveness of Digital Mind Mapping integrated into the Think-Pair-Share (DMM-TPS) model remains limited, particularly concerning whether its effectiveness varies across students with different cognitive styles.

Aim: This study examined the effectiveness of the DMM-TPS model in improving secondary students’ geometry understanding and investigated whether learning outcomes differed between students with visualizer and verbalizer cognitive styles.

Method: A quasi-experimental design was employed involving 60 secondary students, comprising equal numbers of visualizers and verbalizers in the experimental and control groups. Data were collected using a geometry understanding test and a cognitive style questionnaire and analyzed through Two-Way Analysis of Covariance (ANCOVA) with pre-test scores as covariates.

Results: The DMM-TPS model produced a significant improvement in geometry understanding with a moderate effect size (η² = 0.10). Students in the experimental group achieved a meaningful average gain of 4.07 points, reflecting a shift from sufficient to good performance. Neither cognitive style nor its interaction with the learning model significantly affected students’ achievement, indicating consistent benefits for both visualizers and verbalizers.

Conclusion: DMM-TPS provides a significant and pedagogically meaningful improvement in geometry understanding regardless of students’ cognitive styles. Mathematics instruction should therefore prioritize cooperative learning supported by digital mind mapping rather than differentiating instruction based on cognitive style.

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