Benefits of Mind Map

33 the subject of research, time, and also variations in learning that using mind map. 2. Research conducted by Nur Inayati 2015 entitled Implementasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions STAD untuk Meningkatkan Aktivitas Belajar Akuntansi Siswa Kelas X AK 3 SMKN 1 Godean Tahun Ajaran 20142015 . The results of this research showed increased accounting learning activities score from the cycle I to cycle II. Indicators of watched the teacher explains increased by 11,67 from the cycle I with the percentage of 88,33 to 100 in cycle II. Indicators of asking a question about material that not yet understand increased by 32,1 from the cycle I with the percentage of 55 to 87,1 in cycle II. Indicators of answer the questions asked by teacher are increased by 18,93 from the cycle I with the percentage of 63,33 to 82,26 in cycle II. Indicators of student suggested discussions increased by 3,65 from the cycle I with the percentage of 86,67 to 90,32 in cycle II. Indicators of doing task group that provided teacher are increased by 3,33 from the cycle I with the percentage of 96,67 to 100 in cycle II. Indicator of working on quiz independently increased by 6,67 from the cycle I with the percentage of 93,33 to 100 in cycle II. Indicator of noting the subject matter described increased by 35,5 from the cycle I with a percentage of 50 to 85,5 in cycle II. The similarity with this research is equally examine regarding implementation of the cooperative learning model of type Student Teams Achievement Divisions 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