Language Development Learning Outcomes: Effectiveness of Project-Based Learning with Mind Mapping

Abstract

Developing effective and student-centered learning environments in teacher education is crucial for shaping competent future educators. This study examines the impact of integrating Project-Based Learning (PBL) with mind mapping strategies on students’ learning outcomes in the Child Language Development course within the Primary School Teacher Education (PGSD) program at Yogyakarta State University (UNY). A quasi-experimental design was employed involving 70 first-semester students, divided equally into experimental and control groups. The experimental group received PBL combined with mind mapping interventions, while the control group followed conventional instruction. Quantitative data were collected through pretests and posttests using validated multiple-choice instruments, and analyzed using the Mann–Whitney U test and normalized gain (n-Gain). Additionally, qualitative reflections from students and lecturers were recorded to capture learning engagement and classroom dynamics. The results revealed a statistically significant improvement in the experimental group’s performance (p < .001) with a moderate average n-Gain score (0.56), compared to a low score (0.12) in the control group. Observations indicated that students in the experimental group displayed higher creativity, motivation, and collaboration during project completion. The findings affirm that combining PBL with mind mapping enhances cognitive understanding and active participation in language-related learning. This approach not only supports 21st-century learning competencies but also promotes independent and enjoyable learning experiences. The study concludes with pedagogical recommendations for implementing integrated PBL–mind mapping models in teacher education curricula.