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material involves the process of thinking students.
Novak and Gowin (1985: 15) develop learning by
"concept maps", a theory of learning based on the
principle of meaningful learning Ausubel to show the
meaningful relationship between concepts and
propositions. Research related to the concept map has
been done, such as Novak and Gowin (1985: 5) states
that the concept map function can make clear the
central idea for teachers and students who are
focusing on specific tasks.
To improve students' understanding and activity
in teaching and learning process History of Economic
Theory, it is endeavored to improve this learning by
using concept map gradually, so that students can
learn more meaningful. Start the concept map
prepared by lecturers and students, and finally the
students are able to arrange their own concept maps
after the lecturers give some examples. This study
aims to determine the increase in activity and
understanding of History of Economic Theory
students semester 2016/2017 in the Department of
Economic Education University of Indonesia
Education on the thinking of classical and neo-
classical schools through the use of concept maps.
2 RESEARCH METHODOLOGY
This study is a classroom action research using two
cycles with each cycle containing elements of
planning, action, observation, and reflection. This
research was conducted in the department of
Economics Education FPEB University of Education
Indonesia in semester four academic year 2016/2017.
With research subjects are students who take the
course History of Economic Theory that amounted to
32 people with 25 female students and 7 men.
To obtain the necessary data in this research, used
observation by using some of the instruments, namely
(1) student work sheet in the form of concept map; (2)
student test result sheets, pre test and post test; (3) the
observation sheet to observe the implementation of
the action in the lesson; and (4) student response
sheets to the implementation of this lesson.
The indicator of the achievement of the objectives
of this research is the increasing of activity and
motivation of student learning and the improvement
of understanding and able to create the relevant
concept map shown by the assessment of learning
result achieved with the absorption of each student
reaches 70%.
3 RESULTS AND DISCUSSION
This classroom action research is conducted in two
cycles, namely the subject of the classical school of
classical and classical neo-classical school of thought,
where each cycle is done twice as much as the action
or learning. Aspects studied in this study include
student activities in preparing concept maps and
understanding of students which is shown by the
results of learning the history of economic theory by
applying the concept map method.
a) Observation result of student activity.
Student activity here is student learning activity in
preparing concept map which is all activities done in
process of interaction between lecturer and student
and also among student in order to reach the purpose
of learning.
There are several steps that must be implemented
in making a concept map that is: (i) Selecting and
defining a reading material. The reading material is
selected from a predefined passbook. (ii) Determining
relevant concepts. Sort those concepts from the most
general to the most specialized or examples. (iii)
Compile / write down the concepts on paper.
Mapping the concept based on the most common
conceptual criteria at the top, concepts that are at the
same level of abstraction are placed parallel to each
other, a more specific concept under a more general
concept. (iv) Linking those concepts with certain
connecting words to form propositions and
connecting lines. And (v) If the map is complete, it
should be noted where the concepts are, if necessary
repaired or rearranged in order to become better and
meaningful (Ratna Wilis Dahar, 2006).
Based on the observations related to student
activity in making concept map on the first cycle to
the second cycle obtained information has been a
significant increase. Here is a picture of the increase
in student activity in preparing concept maps on
cycles I and II as shown in Table 1.
Based on Table 1 it can be seen that there has been
an increase in the average of student activity in
creating and compiling the historical concept map of
economic thinking of Classical school in cycle I and
Neo Klasik in cycle II. In the first cycle there has been
an average increase in the percentage of first meeting
activity by 70.4% to 87.4% at the second meeting.
Similarly in cycle II there has been an average
increase in the percentage of first meeting activity by
85.3% to 92.2% in the second meeting.
The increased activity in preparing the concept
map from cycle I to II has shown that students are
motivated and enthusiastic with learning using
concept maps so that they are active in following the
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