Advantages of Mind Map
34 STAD to improve accounting learning activities. The difference with this
research is the subject and time of research and also the addition of the use of the mind map in learning.
3.
Re
search conducted by Jatu Arifa Fahmi 2013 entitled Implementasi Model Pembelajaran Kooperatif Teknik
Student Teams Achievement Divisions STAD untuk Meningkatkan Keaktifan Belajar Siswa pada
Pembelajaran Akuntansi Kelas XI IPS 4 SMA Negeri 1 Jetis Bantul Tahun Ajaran 20122013
. The results of this research showed increased liveliness student from the cycle I to cycle II. Pay attention to teacher indicators
increased by 6,82 from the cycle I with the percentage of 86,36 to 93,18 in cycle II. Indicator of noting or encapsulates the subject matter
increased by 20,46 from the cycle I with the percentage of 79,54 to 100 in cycle II. Indicator of asks teacher increased by 38,64 from the
cycle I with the percentage of 45,45 to 84,09 in cycle II. Indicators of answer the questions from the teacher or a friend increased by 22,73
from the cycle I with the percentage of 54,54 to 77,27 in cycle II. Indicators of discussion along with group members in solving problems
increased by 13,64 from the cycle I with the percentage of 81,81 to 95,45 in cycle II. Indicators of help fellow group members in
understanding the subject matter increased by 29,55 from the cycle I with the percentage of 56,81 to 86,36 in cycle II. Indicators of doing
the task given teacher increased by 15,91 from the cycle I with the percentage of 77,27 to 93,18 in cycle II. Indicators of work on the quiz
35 individually increased by 61,37 from the cycle I with the percentage of
38,63 to 100 in cycle II. The similarity with this research is equally examine regarding implementation of the cooperative learning model of
type Student Team Achievement Divisions STAD. The difference with this research is in the variables examined, the subject of the research,
research time, and use of the mind map in learning.