Research Article
The Effect of Mind Mapping-Aided Scientific Approach and Learning Style on Student’s Reasoning
@INPROCEEDINGS{10.4108/eai.21-11-2018.2282193, author={I Gede Astawan and Dewa Nyoman Sudana and Ni Wayan Arini and Ni Wayan Rati and I Gusti Ayu Tri Atustina}, title={The Effect of Mind Mapping-Aided Scientific Approach and Learning Style on Student’s Reasoning}, proceedings={Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia}, publisher={EAI}, proceedings_a={ICTES}, year={2019}, month={3}, keywords={learning style reasoning scientific approach mind mapping}, doi={10.4108/eai.21-11-2018.2282193} }- I Gede Astawan
Dewa Nyoman Sudana
Ni Wayan Arini
Ni Wayan Rati
I Gusti Ayu Tri Atustina
Year: 2019
The Effect of Mind Mapping-Aided Scientific Approach and Learning Style on Student’s Reasoning
ICTES
EAI
DOI: 10.4108/eai.21-11-2018.2282193
Abstract
This study aimed at analyzing: (1) the effect of mind mapping-aided scientific approach on student’s reasoning, (2) the effect of learning style on student’s reasoning, and (3) the effect of the interaction between mind mapping-aided scientific approach and learning style on student’s reasoning. This study used a quasi-experiment non-equivalent posttest only control group design. The data were collected by using reasoning test and the data on learning style by using a standard test. The data were analyzed the two-way ANOVA statistical analysis. Based on the analysis it was found out that 1) there was a significant effect of the mind mapping-aided scientific approach on the student’s reasoning (p<0.05). 2) there was a significant effect of field independent and field dependent learning styles on the student’s reasoning (p<0.05). 3) there was no significant effect of the interaction between mind mapping-aided scientific approach and learning style on the student’s reasoning (p> 0.05)
