Application of Online-Based Mind Mapping Model as a Development Economy Learning Media for Economics Students at Regional Campus
- DOI
- 10.2991/assehr.k.220303.072How to use a DOI?
- Keywords
- mind mapping model; creativity; learning outcomes
- Abstract
Background: Teaching and learning activities are replaced with online learning. There is monotony in online lectures. As a result, the students have difficulty understanding the materials presented. Also, the students are less creative. These shortages suggest that online learning activities remain far from what is expected, which, in turn, impacts students’ learning outcomes, including the pretest and posttest formative evaluations. This study aims to analyze the application of an online-based mind mapping model as a development economics learning medium for students of the Economics Study Program at the Payakumbuh campus.
Methods: The type of present research is Classroom Action Research. There are four steps in carrying out classroom action research: Planning, Implementation, Observation, and Reflection. The subjects in this study are the students of the E1 class of the special Economics Study Program with a total of 34 people. The Data analysis techniques performed include (1) student activity observation data and (2) analysis of test data. This study was planned to cover two cycles by examining the improvement of the ability of 3rd-semester students in the Development Economics course by applying the mind mapping method.
Results: 1). The results of the observation of student learning activities show that the average percentage of 65% in the first cycle, while the second cycle is 78%. This figure shows an increase in student learning activities in the learning process for the Development Economics Course using a mind mapping model; 2). The data obtained from data collection with the pretest learning evaluation test technique for 59% of the students in the first cycle are categorized as complete, while for the posttest, 53% of the students in the first cycle are categorized as having minimum score completeness criteria. While the pretest in the second cycle of 53% is categorized as complete, for the posttest of students in the second cycle, 67% is categorized as complete. This demonstrates an increase of the students learning outcomes in the Development Economics Course by using the mind mapping model.
Conclusions: 1). The application of the mind mapping model to improve student learning outcomes for class E1 in the Development Economics Course at the Economics Study Program, Faculty of Economics, Andalas University, Payakumbuh campus, has improved our students’ learning outcomes. The observation of students’ learning activities in the first cycle reached 65%, and it increased significantly in the second cycle to 78%; 2). The results of the student learning evaluation seen from the posttest score with the percentage of the first cycle score of 53% can be categorized as having the minimum completeness criteria value. This value increases significantly in the second cycle, namely 67% with the minimum completeness category.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Nur Ari Sufiawan AU - Bintang R.A Majo Saibah AU - Werriantoni PY - 2022 DA - 2022/03/28 TI - Application of Online-Based Mind Mapping Model as a Development Economy Learning Media for Economics Students at Regional Campus BT - Proceedings of the 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021) PB - Atlantis Press SP - 401 EP - 415 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220303.072 DO - 10.2991/assehr.k.220303.072 ID - Sufiawan2022 ER -