Improving 21st-Century Skills Through Market Place Activity and Mind Mapping
DOI:
https://doi.org/10.47239/s18mdj97Keywords:
21st-century skills, Market Place Activity, mind mapping, problem-based learning, classroom action research.Abstract
This classroom action research examined the development of 21st-century skills through the combined use of Mind Mapping and Market Place Activity (MPA) within problem-based learning in the History of Islamic Civilization topic for Grade XI BDP 2 at SMK Negeri 5 Pangalengan. The participants were 32 students (5 male and 27 female). Following the Kemmis and McTaggart action-research cycle, the study comprised a pre-cycle and two intervention cycles. Data were obtained from questionnaires, observations, learning documents, peer and homeroom-teacher discussions, tests, and anecdotal notes, and were interpreted through descriptive comparison and triangulation. The mean attainment of the four targeted competencies—creative thinking, critical thinking, communication, and collaboration—increased from 55% in the pre-cycle to 70% in Cycle I and 77% in Cycle II. From the pre-cycle to Cycle II, creative thinking increased from 55% to 75%, critical thinking from 52% to 76%, communication from 56% to 78%, and collaboration from 57% to 79%. Knowledge achievement increased from a class mean of 68.44 to 82.22, while the skills assessment reached 84.60. These classroom data indicate progressive improvement across the action-research cycles. The findings support the pedagogical value of combining visual knowledge organization with structured peer exchange, while the single-class design does not establish causal effectiveness beyond the studied context.
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