Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia

Research Article

The Effect of Mind Mapping-Aided Scientific Approach and Learning Style on Student’s Reasoning

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  • @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
I Gede Astawan1,*, Dewa Nyoman Sudana1, Ni Wayan Arini1, Ni Wayan Rati1, I Gusti Ayu Tri Atustina1
  • 1: Universitas Pendidikan Ganesha
*Contact email: astawan@undiksha.ac.id

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)