PETA PEMIKIRAN I-THINK DAN KEMAHIRAN MENULIS KARANGAN FAKTA: PENDEKATAN BERASASKAN TEORI PEMIKIRAN VISUAL
I-THINK MAPS AND FACTUAL ESSAY WRITING SKILLS: A VISUAL THINKING THEORY-BASED APPROACH
DOI:
https://doi.org/10.35631/IJMOE.829025Keywords:
Analisis Teori (Theoretical Analysis), Beban Kognitif (Cognitive Load), Kemahiran Menulis (Writing Skills), Peta Pemikiran i-Think ( i-Think Thinking Maps), Pemikiran Visual (Visual Thinking)Abstract
Kertas kerja konseptual ini bertujuan untuk menganalisis dan mensintesiskan asas teori yang menyokong penggunaan Peta Pemikiran i-Think dalam proses pengajaran dan pembelajaran Bahasa Melayu, khususnya bagi meningkatkan kemahiran menulis karangan fakta. Perbincangan ini berlandaskan satu kerangka teori utama: Teori Pemikiran Visual. Kertas kerja ini menghuraikan cara Peta i-Think berfungsi sebagai alat mediasi kognitif yang penting, khususnya dalam mengurangkan beban kognitif (cognitive load) pelajar dengan mengeksternalisasikan pemikiran. Analisis ini memperincikan mekanisme yang mana peta spesifik (seperti Peta Pokok, Peta Alir) secara langsung meningkatkan kualiti Idea (penjanaan dan klasifikasi) dan Pengolahan (struktur logik) karangan fakta. Teori Pemikiran Visual menyediakan justifikasi bahawa Peta i-Think adalah pemangkin kepada pembangunan Kemahiran Berfikir Aras Tinggi (KBAT) dengan menyediakan peta jalan visual untuk pengurusan maklumat yang kompleks. Kesimpulan: Kerangka konseptual yang dicadangkan menunjukkan kaitan jelas antara alat visual i-Think dan dimensi penulisan TIBP, berfungsi sebagai panduan kepada pendidik dan penyelidik untuk mengoptimumkan intervensi penulisan.
This conceptual paper aims to analyze and synthesize the theoretical foundations that support the use of i-Think Thinking Maps in the Malay Language teaching and learning process, specifically for enhancing the skill of writing factual essays. This discussion is based on one main theoretical framework: Visual Thinking Theory. The paper elaborates on how i-Think Maps function as a crucial cognitive mediation tool, particularly in reducing students' cognitive load by externalizing thought. The analysis details the mechanism by which specific maps (such as the Tree Map, Flow Map) directly improve the quality of Ideas (generation and classification) and the Development/Elaboration (logical structure) of factual essays. Visual Thinking Theory provides the justification that i-Think Maps are a catalyst for the development of Higher Order Thinking Skills (HOTS) by providing a visual roadmap for managing complex information. Conclusion: The proposed conceptual framework demonstrates a clear link between the i-Think visual tool and the dimensions of TIBP writing, serving as a guide for educators and researchers to optimize writing interventions.
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