Character Education Strategy through Learning with Mind ...iceebf.um.ac.id/wp-content/uploads/2017/06/36.-Sandy-Arief.pdf · strategy through learning-based mind mapping with Mindjet

International Conference on Education For Economics, ISSN (Print) 2540-8372 Business, and Finance (ICEEBF) 2016 ISSN (Online) 2540-7481

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Character Education Strategy through Learning with

Mind Mapping to Improve Students’ Understanding on

the Basic Concepts of Office Management

Sandy Arief1, Hana Netti Purasani2, Nina Oktarina3, Ismiyati4

1. Faculty of Economics, Universitas Negeri Semarang, Indonesia



4. Faculty of Economics, Universitas Negeri Semarang, Indonesia E-mail: [email protected], [email protected],

[email protected], [email protected]

Abstract

The purposes of this research are: 1) how the implementation of character education

strategy through learning-based mind mapping with Mindjet Mind Manager, 2) the extent

implementation of character education strategy through learning based mind mapping

with Mindjet mind manager in improving students' understanding against the concept of

office management. This research is classroom action research. The results showed that:

1) Implementation of character education through learning-based mind mapping with

Mindjet mind manager using theory and practice methods in the learning process leads

the students to be creative, respect other people's work, honest, confident and believe in

their ideas and ideas can be formed, 2) learning-based mind mapping with Mindjet mind

manager is highly effective in improving students' understanding on the basic concepts of

management offices. It also increases the activity and attention of students during the

learning process and the learning ability of lecturer in management. Based on the results,

here are the recommendation: 1) In implementing the learning-based mind mapping with

Mindjet mind manager, there should be facilities and infrastructure such as the Internet

must be available and connected well, 2) For more optimum learning, at the beginning of

the lecture, the lecturer should provide examples of using the program prior to the student

with coherent phase.

Keywords: Character Education, Mind Mapping, Mindjet Mind Manager, Office

Management

I. Introduction

Recently, the learning process at the level of primary, secondary and

higher education tend to focus more on material gain and a slight emphasize on

character education. Thus, the students are grade-oriented. To achieve a high

score in the courses, the students may do less commendable action, for instance

by cheating on the exam. The score they targeted may be obtained, however their

morality cannot be justified. Character is the stable personal attitude as a result of

the consolidation process progressively and dynamically, the integration of the

statements and actions. (Khan: 2010).

Education in Indonesia is conducted in accordance with national education

goals, that is to create intelligent Indonesian cognitively and morality. Therefore,

character education becomes an absolute necessity. Unfortunately, the

implementation of character education at the level of higher education is still not

optimal. Lecturers often encounter some of their students have not learned before

mailto:[email protected]

mailto:[email protected]


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the class. This can be observed by asking some questions related to last lesson

learned and the next lesson they are going to learned which has been notified in

advance. During the course, lecturers have not manage their students optimally,

and thus some of the students have not been able to achieve individual

competencies required to join the advanced course or even the lessons studied in

the class. Given this condition, some students have not learned until the level of

understanding, students just learn (read: memorize) the facts, concepts, principles,

laws, theories, and other innovative ideas, they have not been able to use and

apply it effectively to solve the contextual problems in the daily life. Whereas,

learning would be more meaningful if the participants experienced what they

learned. If the students experience the lesson they learned, they will have

intelligent thinking and create ability to solve problems.

Memorizing-oriented learning was proved to last in the short term and fail

to provide the students an ability to solve problems in the long-term life

(Depdiknas, 2003). To increase students understanding, lecturers should always

make innovation and improvisation on teaching strategies in the classroom.

Learning strategies are not necessarily same for each class or each student.

Learning strategies should be customized in accordance with the students’

conditions and the ability. In every learning material, students are demanded to be

able to understand because understanding the materials is ongoing. To increase

students’ understanding, it is necessary to create innovative strategies that help the

lecturer in the classroom through learning model as in the reality, for instance in

basic concepts of management offices course, students are expected to not only

memorize the lesson but also have capability of critical thinking, intelligent and

can make decision regarding office management applications in the real life. This

condition will be achieved if the learning process is carried out to focus on both

the lesson and students’ character.

Learning strategies through mindjet mind manager based mind mapping

consequently changes the learning culture in the learning context. There are at

least four important components in building a learning culture by using this

model. First, students are required to learn independently by using appropriate

approaches to direct, motivate, and organize themselves in the learning process.

Second, lecturers may develop their knowledge and skills, facilitate in learning

activity, and understand the things that are needed in learning process by using

technological advances. Third, the availability of adequate infrastructure and. And

fourth, creative administrator and infrastructure preparation in facilitating learning

activity, as described in the figure below:


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Figure 1: Mindjet Mind Manager-Based Mind Mapping Learning

Nevertheless, many lecturers do not take advantage of technological

advances in their learning process. A number of constraints related to electricity

and telecommunications network infrastructure hinder the access of students and

lecturers in the utilization and use of technology to support the lecture.

Office Management Course is a compulsory subject taken by students in

Office Management program. This course will discuss the basic concepts and the

development of office management science, the scope of the office management,

office management functions, organization forms and office management

problems. In the early observations of lectures on the basic concept of office

management course carried in single direction method resulted as follows: (1).

classroom seemed very boring (2) The lesson begun by describing the material

and then continued with exercises (3) Only three students within 30 minutes asked

about the lesson and lecturers directly answered their questions (4) Only 1 of 4

feedback questions by the lecturer could be answered correctly. The students had

not understood the fundamental basic concepts of office management and think

critically in seeking solutions to the problems related to office management

applications. In addition, one-way learning and monotonous media cause the

students feel bored and give less attention to the lecturer’s explanation in the

class.

Subsequent observation was performed as a companion observation during

learning process with the material of basic concepts of management offices

application. Based on this observation, it was founded that: (1) only 4 out of 38

students who asked questions about the application of the basic concepts of

management offices, (2) the rest of the students only recorded what was delivered

by lecturer and students' questions that had been answered directly by the lecturer

(3) only 2 of 4 feedback questions from lecturers could be answered by the

students. Next, lecturers held a block test on the lesson and got results as follows: Table 1 : Grade of Student’s Post Test

Aspect Observation I Observation II

Lowest Score 60 62

Highest Score 73 72

Class Average 60 61

It can be seen that the average concept understanding in office management

courses is too low because many students still tend to take notes and still centered

on their lecturer as one-way communication from lecturer to students. Moreover,

Lecturer Student

Learning Development Student’s Competence

Imporvement

Lecturer and Student

Interaction


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acknowledge students understanding is gain conventionally through exercises and

directly answered by the lecturer. Table 2: Solving Problem Hypothesis

Findings Stimulus Needs Response

Boring lecture

(one-way),

students cannot

think critically

and intelligently

Learning

variation in

media usage

Lecturer as facilitator

and students as

receiver

Applying mindjet mind

manager-based mind

mapping in learning

process on the basic

concept of office

management

The problems in this research are: 1) How is the implementation of

character education strategy through learning by using mind mapping mindjet

mind manager basis?, 2) To the extent the implementation of character education

strategy through mindjet mind manager based mind mapping in improving student

understanding of office management concept?

The purpose of this research is to improve student understanding of the

basic concepts on office management courses by applying mind mapping based

on mindjet mind manager. Furthermore, this study aims to develop students'

ability to think critically and intelligently in addressing the problem. Student

competency standards is considered successful if it has the following indicators

(a) at least 75% of students scored more seven (b) at least 75% of students can

study actively in learning process (c) at least 75% of the students can be

conductive and active in learning activity (d) increase lecturer capabilities in

learning management.

II. Teoritical Framework Character Education

Rutland in Hidayatullah (2009: 1) argues that the character comes from the Latin

root meaning "sculpted". A life, like a block of granite which is carefully chiseled or

beaten at random which will eventually become a masterpiece or debris damaged.

Characters, a combination of virtues and values that were carved in the living rock, will

declare the actual value. No improvements are cosmetic, there is no arrangement of

decorations that can make a stone that is not useful to an art for very long. Only

characters that can do it. A person can be said to be in character if it has successfully

absorbed the desired values and beliefs of society and is used as a moral force in his life.

Likewise, if the character is said to be an educator to have values and beliefs are based on

the nature and purpose of education as well as used as a moral force in their duties as

educators. According to Simon Philips in Qomari (2010), the character is a collection of

values that lead to a system, which underlies the thinking, attitudes, and behavior

displayed. While Doni (2010) understand that the same character with personality.

Personality considered a trait or characteristic, or style, or characteristic of a person who

comes from formations received from the environment. During dimensional characters do

not become part of the criteria for success in education, during which education will not

contribute much in character development. In fact, educators character which produces a

reliable human resource and have an identity. Therefore, be people who have an identity,

strong and intelligent character. The foundation of character owned (manifest) in a

person, so that he became a person of good character (good character), has the honesty,

patience, humility, responsibility and respect, which is reflected in the unity of personal

organization and harmonious dynamic. Without the basic moral values (basic moral

values) are always manifest in the person anytime and anywhere, the questionable content

of faith and devotion (Gedhe Raka, 1997).


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Khan (2010: 2) there are four types of characters are implemented in the

educational process, namely the religious values-based character education, which is the

revelation of God's righteousness (moral conservation). Character education is a value-

based culture, in the form of manners, Pancasila, literature appreciation, exemplary

historical figures and pre leaders of the nation (environmental conservation). Based

character education environment (environmental conservation). Character education

component includes: First, community participation. Are educators, parents, students, and

community members invest themselves in a consensus-building process to find a common

ground that is essential for long-term success. Second, education policy character. Make

character education of the philosophy, objectives or mission statement by adopting a

formal policy. Do not be limited to the writings and words alone. The deal there is a

meeting of parents, teachers and community representatives and use consensus to get

agreement on which characters to strengthen and what definitions to use. Thirdly, the

integrated curriculum. Make character education an integral part of the curriculum at all

grade levels. Take the traits you've chosen and linking them to classroom lessons, so

students see how a trait might figure into a story or be part of a scientific experiment or

how it might affect them. Creating a character is part of every grade and every subject.

Fourth, the learning experience. Allow your students to see nature in action,

experience it and express. Include community-based, real-world experience in the

curriculum which describe the character (service learning, cooperative learning and peer

mentoring). Take the time for discussion and reflection. Fifth, the evaluation. Evaluation

of character education from two perspectives: the program that affect positive changes in

student behavior, academic achievement and cognitive understanding of the

characteristics and the implementation process providing tools and support teachers need.

Sixth, adult role models. Children learn what they live, so it is important that adults

demonstrate positive character traits at home, school and in the community. If adults do

not model the behavior they teach, the entire program will fail. Setyowati (2010: 56) the

formation of character must be done systematically and continuously involving aspects of

knowledge, feeling, loving, and acting. Nine characters that applied to students of the

love of God and all His creation, responsibility, discipline, and self reliance, honesty/

trust and diplomacy, respectful and polite, generous, helpful, and cooperation/

collaboration, confident, creative, and workers hard, leadership and fairness, kind and

humble, tolerant, harmony, and loyalty. In addition to the characters mentioned above, is

also required courage and fortitude of character as a major capital for success. The birth

of a brave nature and grit came from a strong sense of the principles held.

Learning with Mind Mapping Based on Mindjet Mind Manager

According to Jonassen (1987), Mind mapping is a technique developed by Buzan

(1974) to organize and compile the information that shows the relationship between the

information and the other information referred proposition. Mind mapping can reveal the

meaning of a concept based on the proposition that concept with other concepts. Mind

mapping is a method of mapping the brain to all information. This method opens the

human mind to be able to develop an approach that is more creative thinking and

innovative. It works by making the visualization of an idea into a diagram, images,

symbols, representing the idea. The aim is to create a big picture on the information. In

order to understand the whole idea of the brain and is composed of any parts

development. How visualization is very important for anyone who thinks the activity

because all information coming into the brain through the image captured, even for an

abstract idea though. Later this visualization must establish roots diagram showing the

relationship of ideas ordinate the distribution of subordinate details. This principle is

actually used to combine the left hemisphere and right brain simultaneously. The left

brain is working on things that are organized, linked to grammar, formulas, rules,

mathematical, logical, and something linear. While the right brain tend to work on things


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that are creative like imagination, music, drawing, playing a role, a summary, and

something that is dynamic.

The use of synchronous This will improve the workings of the brain, memorize

any incoming information. Incoming information usually in the form of verbal need to be

given concurrent visualization so that the brain can instantly identify the part where the

idea can be called back. Dialing information restoring the brain was done by identifying

large structures of a visualization. This visualization can be images, schematics, graphics,

icons, sounds, music, stand alone or can be used simultaneously. For example to visualize

the kinds of jobs can be created images that show humans with equipment profession.

This image connected to each other with lines and colors. Mind mapping was developed

by Tony Buzan, a British researcher who apply knowledge about the brain and thinking

processes in various fields of life. He developed knowledge about the brain in the early

70s and getting new formulation in the decade of the 90s. Mind Mapping through his

book, he describes how the brain performs the process of digesting the information, the

data. After understanding the process of this work he then apply them in various human

activities. This book is the widespread acceptance of readers around the world with

translated into various languages.

According to Wycoff in (Henmowos: 2005), there are eight benefits of Mind

Mapping for self development. First in writing midwife. Mind mapping can help an

author, for example, in exploring new novel character or breaking down barriers to write

so that writing activities can be carried out quickly, easily, and flowing. Secondly, in the

field of project management. Mind mapping can help a person break down a project into

small parts which can then be supervised in detail. Third, to enrich brainstorming

activities. Brainstorming activities, whether conducted in groups or individually, matched

with mind mapping techniques in structure to flow freely Fourth, to effective meeting.

For managers, there is a possibility of working time they used to attend. Mind mapping

makes meeting time more effective and productive. Fifth, make a list of tasks. Sometimes

the composition of the list of tasks we do not encourage us to do it correctly and well.

Mind mapping can help us make a list of tasks that motivate. Sixth, perform dynamic

presentations. With mind mapping, presentation material will be remembered more easily

and made many people rich presentation to get the material varies. Seventh, make a note

that empower themselves. Mind mapping recording method that combines text and

images will help someone manage information, add links and associations, and to make

information more last long in the memory. Eighth, to identify themselves. The following

is an example of using mindjet mind manager.

Figure 2. Example of Shape Mind Mapping with Mindjet Mind Manager


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III. Research Methods

This study was conducted at management office program in 6 months. The

students in a class are 38 students. This research was a class action research by

doing some stages: (a) planning; (b) implementation; (c) observation; and (d)

reflection as shown below:

This study was conducted in cycle that was planned on the subject of the basic

concepts of office management. The number of cycles depended on the

achievement of research objectives. The cycle will be accomplished when it

achieved the objectives of the study: (a) at least 75% of students got the final

grade more than 7 (b) at least 75% of students can study actively in the learning

process (c) at least 75% of students can be conductive and active in learning, (d)

increase lecturer’s ability in learning management.

IV. Result and Discussion

Class action research by implementing learning with mind mapping based

on mindjet mind manager in office management courses aimed to improve

students' understanding on the basic concepts of office management. Furthermore,

this concept is conducted to deliver character education to the students. The

understanding level of students to the basic concepts of office management can be

observed from students’ achievement. Here are the data obtained during the

research:

Table 3 Data Analysis on Student Learning Achievement

No Description Cycle 1 Percentage Cycle 2 Percentage

1 Score> 70 20 53% 32 84%

2 Score ≤ 70 18 47% 6 16%

Total 38 100% 38 100%

Based on the table, after implementing learning process by using mind

mapping based on mindjet mind manager, in the first cycle the number of students

scoring above 70 were 20 students (53%) and students whose score is less than or

equal to 70 were 18 students (47 %). While on the second cycle of the number of

students who scored more than 70 were 32 students (84%) and students whose

implementation

observation

reflection

Next cycle Figure 3: Class Action Research

(Source: Sukardi , 2003)

planning


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grade is less than or equal to 70 were 6 students (16%). Based on this data, it can

be concluded that the number of students scoring above 70 increased from 20

students to 32 students. In the second cycle, an indicator of success learning with

mind mapping of mindjet mind manager was raised because 75% students had

grade more than 70, and in the second cycle whose score above 70 were 32

students (84%). Learning management by lecturers through mind mapping of

mindjet mind manager were observed as follows:

Table 4 Data of Learning Management by Lecturer

No Description Observed Variable Description

Cycle 1 Cycle 2

1 Open the lecture Accuracy in deliver course

introduction

3 4

2 Open the lecture Intonation 3 4

3 Open the lecture Language usage 3 4

4 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Variation of learning

resources in learning process

3 4

5 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Appropriate media usage 2 3

6 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Appropriate learning method 2 3

7 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Intonation

3 4

8 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Language usage

3 4

9 Main learning

(learning by mind

mapping based on

mindjet mind

manager)

Clear guidance 2 3

10 Opening Appropriate evaluation 2 4

Category: 1 = B, 2= S, 3= G, 4=E

Based on the table, lecturer’s skills of learning management was observed

through 10 variables, consisted of learning process from opening until the closing.

In the first cycle, the accuracy of the lecturers in giving lesson introductory given

3 grade (good), voice intonation got 3 (Good), the use of language had 3 (Good).

The ability of the lecturers to deliver the material (main activity) by varying their

resources was 3 (good), the precision use of media had 2 (sufficient), appropriate


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method was 2 (sufficient), voice intonation was 3 (good), the use of language got

value of 3 (good), clarity in giving guidance got 2 (sufficient). While the ability of

lecturers in closing the lecture that was observed through appropriate evaluation

was 2 (sufficient).

In the second cycle, appropriate introductory by the lecturer got value of 4

(excellent), voice intonation got 4 (excellent), the use of language had 4

(excellent). The ability of the lecturers to deliver the material (main activity) by

varying their resources was 4 (excellent), the precision use of media had 3 (good),

appropriate method was3 (good), voice intonation was 4 (excellent), the use of

language got value of 4 (excellent), clarity in giving guidance got 3 (good). While

the ability of lecturers in closing lecture was observed through appropriate

evaluation and got value of 4 (excellent). Based on these data, there is an increase

in learning management after the lecturer implement learning method by using

mind mapping based on mindjet mind manager.

Furthermore, the results of observations regarding students’ activity and

attention in the learning process can be seen in the table below:

Table 5. The data about students activity and intention during learning process

No Observed Variable Description

Cycle 1 Cycle 2

1 Students intention to the lesson 2 4

2 Students being active in the learning

process

1 3

3 Students’ participation in achieving

learning outcomes

2 3

4 Students’ cooperation in learning process 2 3

5 Working with instrument in making mind

mapping based on mindjet mind manager

2 4

6 Students’ creativity in creating mind

mapping based on mindjet mind manager

2 3

7 The ability to deliver ideas in the mind

mapping in front of the class

2 3

Category: 1 = B, 2= S, 3= G, 4=E

Based on the table, on the first cycle it can be observed that students’

intention to the lesson was 2 (sufficient), students were active during the learning

had only 1 (bad), students’ participation in the achievement of learning outcomes

was 2 (sufficient), the cooperation of students in the learning process got 2

(sufficient), students’ attention and seriousness to work using instrument

(laptop/computer) to make the mind mapping based on mindjet mind manager had

2 (sufficient), the creativity of students in making mind mapping based on mindjet

mind manager got the value of 2 (sufficient), the ability of students in presenting

ideas related to the subject that is being studied based on mind mapping they

created got 2 (sufficient).

However, on the second cycle it can be observed that students’ intention to

the lesson was 4 (excellent), students were active during the learning had 3

(good), students’ participation in the achievement of learning outcomes was3

(good), the cooperation of students in the learning process got3 (good), students’

attention and seriousness to work using instrument (laptop/computer) to make the

mind mapping based on mindjet mind manager had4 (excellent), the creativity of


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students in making mind mapping based on mindjet mind manager got the value

of3 (good), the ability of students in presenting ideas related to the subject that is

being studied based on mind mapping they created got3 (good). In summary, it is

proved that student were more active and gave more attention in the learning

process in the second cycle.

This research implemented learning with mindjet mind manager based

mind mapping. Based on the research, learning with mind mapping based on

mindjet mind manager may increase students’ understanding on the basic concept

of office management due to their achievement. In addition, in the first cycle the

research target about 75% students get score more than 70 has not been raised and

thus it was recycle. In the first cycle, there are 20 students (53%) who got grade

more than 70. It was presumably because they were in the stage of adjustment

with the change in teaching methods. The lecturer used to teach the courses of

office management by lecture and discussions. Hence, students weren’t usual in

using mindjet mind manager program to create mind mapping from the material

delivered by the lecturer. Only 20 students were able to use mindjet mind manager

program where as the remaining, 18 students, had less complete assignment in

creating their mind mapping. Therefore, the cycle need to be repeated.

In the second cycle, the number of students scoring above 70 increased to

32 out of 38 students (84%). Thus, research targets had been achieved, which was

75% of students get score more than 70. Therefore, the action was stopped in the

second cycle.

It is proved that learning management by the lecturer in the first cycle is

not optimal. Particularly in the main activity, that is delivering lesson in the

subject of definition and the function of office management through learning with

mind mapping based on mindjet mind manager. There was imperfection in using

media or learning method. This situation can be seen from the observer ratings as

much as 2 (sufficient). So, the lecturer was still awkward and less flexible in the

application of new learning methods. Besides, there was lack in delivering stage

in the learning process. For instance, in the first use of learning-based on mind

mapping by mindjet mind manager, lecturers should give a prior explanation to

the students on the benefits they gain when they did not go straight into practice.

Moreover, it was found that in the first cycle, the lecturer deliver unclear and

incoherent guidance to the students. This led to confusion for the students in

operating mindjet mind manager. Thus, the first cycle was repeated.

In the second cycle, there was an increase in the learning management by

lecturer. Accuracy in giving the introductory which was originally good become

excellent, intonation increased from good to excellent, good use of the language

become excellent. In the main activities, variations in the use of learning resources

increased from good to excellent because lecturers have started to make a variety

of learning resources for the students. Therefore, the students gain a better

material enrichment. Moreover, appropriate media usage increased from sufficient

to be good, and method application becomes good. Overall, the lecturers increased

their learning management in the second cycle.

Based on the research result, students’ intention to the lesson got score of

2 (sufficient). This condition occurred due to their adjustment phase that the used

to record the material only and they were asked to record in the mind mapping.

Students’ activeness in the learning process has not optimal, there were only 5


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students that were active in asking question or answering question from the

lecturer. There was a lack of students’ cooperation, they were reluctant to ask their

friends. Moreover, some students cannot operate mindjet mind manager program,

and thus, the action in the first cycle should be repeated.

In the second cycle, the interest of the students to the courses increased

significantly from sufficient to be excellent, it can be seen on their seriousness in

the learning process. Besides, the ability of students to work using mind mapping

instrument by mindjet mind manager become excellent. This improvement can be

seen from the mind mapping they created. Students gave more respect on others

work, be more creative and have the courage to express his notions formed in the

learning process. They respect the work produced by their peers. In addition, the

students were honest and acknowledge their own ability in creating the mind

mapping. The students who found difficulties in making mind mapping were not

hesitate to ask their friends, and vice versa. The students who were able to make

mind mapping also had willingness to help their friends. Therefore, it is concluded

that character education strategy through learning with mind mapping based on

mindjet mind manager is highly effective in improving the students’

understanding on the basic concepts of office management. Besides, this method

can improve the ability of the lecturer in learning management on the basic

concepts of office management as well as increase students activeness and

attention during the learning process.

V. Conclusion

Based on the research results, it can be concluded that: 1) The

implementation of character education through learning with mind mapping based

on mindjet mind manager was conducted by theory and practice in the learning

process, and thus this implementation leads the students to be creative, appreciate

others work, honest, confident, dare to express the ideas and can create ideas; 2)

Learning by mindjet mind manager-based mind mapping is very effective in

improving student understanding on the basic concepts of office management.

Besides, this method improve students’ activeness and attention in the learning

process and also increase lecturer’s ability in the learning management.

There are several recommendation according to the research findings,

there are: 1) In implementing the learning with mind mapping based on mindjet

mind manager, it is suggested to provide the supporting infrastructure such as well

connected internet; 2) For a more optimal learning process, at the beginning of the

lecture the lecturer should give examples about how to use the program to the

students in coherent phases.

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