Research Article
Mind Mapping: Learning Strategy for Novice Learners of Anatomy for Physical Education Undergraduate Program
@INPROCEEDINGS{10.4108/eai.7-8-2019.2288420, author={Agam Akhmad Syaukani and Luthfi Abdil Kuddus and Nur Subekti}, title={Mind Mapping: Learning Strategy for Novice Learners of Anatomy for Physical Education Undergraduate Program}, proceedings={Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia}, publisher={EAI}, proceedings_a={PROFUNEDU}, year={2019}, month={10}, keywords={mind map student-centered learning critical thinking creativity}, doi={10.4108/eai.7-8-2019.2288420} }- Agam Akhmad Syaukani
Luthfi Abdil Kuddus
Nur Subekti
Year: 2019
Mind Mapping: Learning Strategy for Novice Learners of Anatomy for Physical Education Undergraduate Program
PROFUNEDU
EAI
DOI: 10.4108/eai.7-8-2019.2288420
Abstract
There is an important demand for faculty in undergraduate program to deliver lecture through student-centered learning environment. The purpose of this study is to determine the effects of a mind –mapping learning strategy on novice learner’s basic knowledge of anatomy. The subject of this study were new entrants of physical education undergraduate program of Universitas Muhammadiyah Surakarta. A paper-based mind-map learning strategy was introduced to the students in the experimental group to improve their basic knowledge of anatomy. This study applied the experimental method using control group design. Through one-way ANOVA analysis, it was found that paper-based mind-map learning strategy had no significant contribution enhancing basic understanding of anatomy in the experimental group. In addition, the results of simple paired t-test analysis indicated that mind-map performed as similar to standard note taking technique as an effective method to facilitate students learning new subject.
