Examining the Impact of the Intelligence Mapping Presentation Strategy on Science Conceptual Understanding and Self-Confidence: A Quasi-Experimental Study

Abstrak

Developing  conceptual  understanding  and  self-confidence is essential in elementary science education, as these competencies support meaningful learning and active classroom participation. However, science instruction in many elementary classrooms remains teacher-centered, limiting students’ opportunities to construct knowledge and communicate their ideas confidently. This study investigated the effectiveness of the Intelligence Mapping Presentation Strategy (IMPS) in improving fifth-grade students’ conceptual understanding and self-confidence in science learning. IMPS integrates visual concept mapping with student presentation activities, enabling learners to organize scientific concepts systematically while communicating their understanding through collaborative discussions and presentations. A quantitative quasi-experimental design with a nonequivalent control group was employed involving 48 fifth-grade students at MIN 7 Ponorogo, Indonesia. The experimental group received instruction using IMPS, while the control group experienced conventional teaching. Data were collected through a conceptual understanding test and a self-confidence questionnaire and analyzed using normality and homogeneity tests, independent-samples t-tests, MANOVA, and Cohen’s d effect size analysis. The results revealed significant differences between the experimental and control groups. Students taught using IMPS achieved higher conceptual understanding scores (M = 87.92) than those receiving conventional instruction (M = 79.54), with a statistically significant difference, t(46) = 3.475, p = .001, and a large effect size (Cohen’s d = 1.003). MANOVA analysis further confirmed the significant simultaneous effect of IMPS on conceptual understanding and self-confidence. These findings indicate that IMPS effectively enhances both cognitive and affective learning outcomes. The study provides empirical support for constructivist learning approaches that combine visual knowledge representation and oral communication activities and offers an effective instructional strategy for elementary science teachers seeking to foster deeper conceptual learning while strengthening students’ confidence in expressing scientific ideas.