The Development of Mind-Mapping-Based Textbook for Assessment

and Evaluation Subject

Charles Fransiscus Ambarita

, Rotua Sahat P. Simanullang

and Choms Gary G. T. Sibarani

Faculty of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: Mind Mapping, Textbook, Development, Assessment and Evaluation

Abstract: This study aims to develop Textbook in assessment and evaluation courses by implementing mind mapping

as a stimulus for constructing student knowledge. Mind mapping is seen as being able to provide a big

picture of a conceptual framework with various linkages with other pieces of knowledge so that it can

describe the full construction of knowledge systematically. It is important considering that evaluation and

evaluation are systemic parts of teaching and learning activities that will be conducted by prospective

teachers in the classroom. The result shows that the Textbook which developed had a good value of validity,

practicality, and effectiveness. It can be observed from the expert appraisal and student responses. Further

improvements that are concerned in this study are linguistic reviews. The results of this study can be a

reference for lecturers to use mind-mapping in constructing a conceptual framework of Textbook.

Furthermore, the results of this study will be further tested at the disseminate stage to ensure general

acceptance of teacher education students.

1 INTRODUCTION

The State University of Medan is one of the Teacher

Education Institutions which produces qualified

teachers over the years. Furthermore, the Faculty of

Economics as an integral part of Unimed contributed

to the success of Unimed's mission to answer

challenges, opportunities, community demands, and

prepare competitive teachers. To solve these

challenges, the development of learning needs to be

a concern especially in developing learning to

improve the mastery of Learning Outcomes.

Based on pre-study observations, the student has

a constraint to mastery the framework of assessment

and evaluation courses because of the lack of

literature or references of assessment and evaluation

which available at the library. Students are only

guided by the dictates or module that have been used

by lecturers without any other learning resources. To

address this problem, efforts are needed to optimize

the development of learning media, especially the

development of textbooks as the instructional

material. One of the optimization efforts that can be

done is by developing mind map-based textbook.

This method is considered adequate to help the

student in mastering Learning Outcomes in

assessment and evaluation courses. Mind maps are

designed to enable students to map all knowledge

comprehensively. Mind maps are one of the easiest

ways to put information into the brain and take

information out of the brain.

Mind maps can help students learn to compile

and store as much information as they want and how

to classify it naturally, that is, by giving easy and

direct access to something desired. With various

advantages, mind maps are predicted to facilitate

students in mastering the Learning Outcomes

Evaluation material. Based on the above reality, it is

essential to develop a mind map based textbook

among students in the Faculty of Economics

Unimed. Textbooks are developed using language

that is simple and easily understood by students, and

equipped with colorful images that can attract

students' attention. This textbook is different from

other books that are developed with a mind map and

are expected to provide solutions for students who

have difficulty mastering assessment and evaluation.

Therefore this study aims to 1) Describe the process

of developing mind map-based textbooks for

assessment and evaluation courses; 2) Assessing the

validity and practicality of the textbooks.

Ambarita, C., Simanullang, R. and Sibarani, C.

The Development of Mind-Mapping-Based Textbook for Assessment and Evaluation Subject.

DOI: 10.5220/0009498001750180

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 175-180

ISBN: 978-989-758-432-9

175

This study will contribute in 1) producing a mind

map-based assessment and evaluation textbook

which can facilitate students to mastering the

assessment and evaluation material; 2) adding a

reference for other lecturers to improve the quality

of learning; 3) produce comparison material to solve

specific problems in instructional activity.

2 THEORICAL FRAMEWORK

Teaching materials placed a critical position in

achieving learning goals. It is in line with the

opinion of Prastowo (2015) which states "teaching

materials are all materials (both information, tools,

and texts) that are arranged systematically and

displays the complete figure of the competencies

that students will master and use in the learning

process with the aim planning and reviewing

learning implementation.

Textbooks consist of knowledge, skills, and

attitudes that students must learn which are

systematically arranged so that accumulatively can

achieve predetermined learning outcomes. The

teaching standard functions for lecturers are to direct

student activities in the learning process as well as

the substance must be explained to students, while

for students, teaching material serves as a guide in

the learning process and is a learning achievement

that must be achieved.

Prastowo (2015), argues that according to its

form, teaching materials can be divided into four

types, namely (1) printed documents, namely some

teaching materials prepared in the paper, which can

function for learning or information delivery.

Example: handouts, books, modules, worksheets,

brochures, leaflets, wall charts, photos/drawings,

methods, and models; (2) hearing teaching materials

or audio programs are all systems that use a direct

radio system that can be played or heard by a person

or group of people. Examples of cassettes, radios,

LPs and audio compact disks; (3) hearing teaching

material is anything that allows audio light to be

combined with moving images sequentially.

Examples of videos and films; and (4) interactive

teaching materials namely a combination of two or

more media (audio, text, graphics, images,

animation, and video) which the user manipulated or

treated to control command and or natural behavior

of the presentation. For examples on the interactive

compact disks.

Textbooks are the development of instructional

designs that emphasize the principles adopted from

the theory and findings of research on learning. The

orientation of teaching materials is to optimize

learning activities to achieve learning outcomes.

Therefore, teaching materials must be able to present

learning material that is meaningful for students as

subjects who are learning.

According to BSNP (2007), the feasibility of

textbooks can be observed by four dimensions,

namely: (1) the usefulness of the content means that

a good textbook should contain material that

supports learning achievement and has indicators

namely the breadth of material, depth of material,

completeness of material, and accuracy of content;

(2) presentation feasibility means that the

presentation of textbooks can be assessed from

several sub-components and/or indicators such as

presentation techniques, supporting presentation,

consistency of performance, and presentation of

learning materials; (3) language feasibility means

that textbooks are written with rules and terminology

that are correct, clear, and in accordance with the

development conditions of the readers. The indicator

is the use of proper and correct Indonesian language

rules, following the improved spelling rules,

terminology in accordance with the concepts that are

the subject, the explanation for difficult or

uncommon terminology, the language used is

simple, straightforward and easy to understand by

students, and the language is adjusted with the stages

of student development and communicative and

developing students' thinking skills; and (4) the

feasibility of graphics implies that textbooks can be

seen from the aspect of book size, book skin design,

and book content design.

In the preparation of textbooks, there are

principles that must be considered, namely (1) the

principle of relevance is the learning material should

be relevant which means that there is a relationship

between learning outcomes as an embodiment of the

curriculum. At learning outcomes implied concepts

that must be taught and the characteristics of the

idea; (2) the principle of consistency, namely the

conformity between learning outcomes that students

must master with textbooks, (3) the principle of

sufficiency, namely the material taught should be

sufficient enough to help students to master the

learning outcomes explained.

Evaluation and Assessment Courses

Assessment and evaluation are courses in semester

5th and should be given to all students at Unimed

including at the Faculty of Economics. The primary

consideration of the distribution of courses in the

Indonesian Qualification Framework (IQF) includes

courses on assessment and evaluation in semester

5th so that students as prospective teachers are

equipped with knowledge on how to provide an

assessment and evaluation at the end of learning

with a thorough understanding.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

176

The course of assessment and evaluation is an

educational subject in a graduate education program

with a weight of 3 credits. The discussion of

assessment and evaluation courses covers the basic

concepts of testing, measuring, evaluating, and

evaluating. The next chapter discusses the principles

and strategies for assessing learning outcomes, then

presents the assessment parameters, techniques for

preparing and evaluating learning outcomes,

processing techniques, and final grades, and at the

end of the discussion about proper test requirements.

Mind Mapping

Mindmap was first discovered by Tony Buzan in the

1970s. This technique is known as Radiant

Thinking. A mindmap has a central idea or central

image; there are 5 to 10 other ideas that come out of

the central idea. According to Buzan (2009), the

mindmap is a powerful graphic technique that

provides a universal key to unlocking the full

potential of the human brain so that it can use all the

capabilities in both hemispheres of the brain such as

words, images, numbers, logic, rhythm, color in a

unique way.

Using mind maps means using concepts

contained in the brain, formed in such a way with

interesting and colorful ideas. The results of the

concepts created in the form of mind maps will help

students to assemble thoughts into an interesting

discourse. So, this mindmap helps to conceptualize

existing knowledge. Dryden (2013) argues as a

substitute for making a linear note making mind

maps based on several principles, namely (a) the

central theme printed in the middle; (b) there are

main branches in each sub-theme; (c) single words

are used for each concept; and (d) if possible each

idea has an image. The principle of making a mind

map is a way that can be done to help create their

concepts on a topic.

DePorter and Hernacki (2012: 157), the steps to

make a mind map are as follows. (1) make a circle in

which there is the main idea in the middle of hard;

(2) from the ring add a branch for each key point; (3)

write keywords for each chapter; (4) add symbols or

illustrations; (5) use capital letters; (6) essential

ideas are written in capital letters; (7) turn on the

mind map by highlighting the words were written;

(8) be creative; (9) use random forms and make

mind maps horizontally; (10) use images in each

part of the mind map.

Mind Mapping and The Development of

Teaching Material

Assessment and evaluation courses are important

courses that must be mastered by the teacher.

Knowledge and understanding of the correct

lecturers about the characteristics of the material

Assessment and evaluation will guide the lecturer to

make the right textbook for students. The right

textbook will produce meaningful and quality

learning so that the transfer of knowledge carried out

by the lecturer can run optimally and the learning

objectives can be achieved.

Learning Assessment and evaluation using

mindmap methods can be done by lecturers by

helping to create a pleasant classroom atmosphere,

giving students the freedom to actively and

creatively explore, discuss with fellow friends and

teachers so that students practice expressing

opinions, statements and questions. In that learning,

the lecturer also provides media that can support

learning in the form of books/articles, markers or

colored pencils.

The use of images and colors applied to this

method will have a positive impact that can activate

creativity and memory. The reason why picture

language is used to compose, develop and remember

is that the brain has natural abilities for visual

recognition. It is why many mind maps use images

as a presentation because they are believed to help

retain information.

Learning process in this Assessment and

evaluation course, students begin their learning with

the introduction of the concept of mind maps, their

functions, and benefits. From the introduction stage,

the students then discuss and then get the motivation

from the lecturer to complete the task, namely

making a book summary with the mind map method.

Students create mind maps in advance to make it

easier for students to focus on the subject matter.

Students get special attention in choosing images

and giving color to mind maps. Based on the mind

map created, the student continues at the stage of

making a book summary. Students will get special

attention when students feel difficulties in

completing tasks.

The number of words or length of a book

summary must also be considered so that the

original work and review are different. Making

outlines is best done after carefully reading certain

parts to be summarized. Taking the essence of

reading can save words or sentences in summary.

And this can distinguish between original works and

summary results.

3 RESEARCH METHOD

This study uses the 4D (four-D models) model. 4D

models are implemented with four main stages,

namely: 1) define, 2) design, 3) develop, and 4)

disseminate (Thiagarajan, Semmel, & Semmel,

1974). In this research, it is only done until the

The Development of Mind-Mapping-Based Textbook for Assessment and Evaluation Subject

177

develop stage. In the define phase, researchers

conduct a needs analysis related to the objectives of

the course in the curriculum, conceptual analysis,

and analysis of student characteristics. Curriculum

analysis is carried out by analyzing the suitability of

learning outcomes based on the IQF. The theoretical

study aims to develop the Textbooks based on the

main concepts of topic Assessment and evaluation.

While the analysis of student characteristics to find

out the characteristics of students includes age,

motivation, knowledge, and skills tendencies.

Furthermore, at the design stage (construction)

Textbook construction refers to various criteria that

have been obtained in previous times. Textbooks

that are developed will integrate multiple mind

mapping charts. This serves to strengthen the

conceptual framework that students must

understand. Thus students will have a big picture of

the concept of assessment and evaluation they

learned.

Finally, at the develop stage, expert appraisal and

initial developmental testing are carried out. Expert

appraisal serves to test whether the developed

teaching material meets the content standards, while

the initial development testing serves to verify the

acceptance of the instructional material that has been

formed in a limited sample so that feedback is

known regarding the effectiveness of Textbooks

from its target trainees (Thiagarajan, Semmel, &

Semmel, 1974).

4 RESULT

This research has successfully developed a prototype

1 of Textbooks for assessment and evaluation

courses. Textbooks are developed using mind

mapping as a form of novelty rather than books in

general. Integrating mind mapping in Textbooks can

stimulate students to get the full concept of

assessment and evaluation material.

In the define phase, there is 1) adjusting learning

objectives based on research findings and the

Indonesian national qualification framework so that

standardized learning outcomes are achieved in

accordance with the development of global

knowledge and national education goals; 2)

Development of a conceptual framework related to

Textbooks in accordance with scientific literature

and the results of the latest research so as to obtain

generally accepted material standards; 3) Analysis of

student characteristics so that the delivery style of

the material in the Textbooks is developed so that

students can easily digest it into a comprehensive

understanding.

The define phase has produced the initial

framework for the development of Textbooks. The

structure is then used as the basis for the design

process. The design process through a series of

Textbooks development processes to become a draft.

The components that become concentrated in the

design stage are the suitability of the format and

systematic delivery of the material with the stages of

achieving the learning objectives, the suitability of

the content with learning achievement, the

readability of the language used, the suitability of

the delivery model and strategy of the material with

the characteristics and needs of students, the truth

and completeness of the material content, suitability

of mind mapping that is presented with learning

objectives, and suitability of questions or bills with

learning objectives. Assessment of these indicators

is then carried out in the next stage, namely,

develop. The developing phase is the actual

development stage because there is a scientific

process in it. The output of the scientific method is

the improvement and refinement of the draft (results

from the design stage) to prototype one which is

ready to be disseminated. The scientific process is

the expert appraisal and initial development testing

(Thiagarajan, Semmel, & Semmel, 1974).

To guarantee the validity of the draft Textbooks

that have been designed, validation is assessed by

expert opinion. The expert appraisal is carried out by

evaluation and assessment experts and curriculum

experts at Medan State University. The expert

appraisal process produces several recommendations

for improvement. Quantitatively the results of the

expert appraisal are described in table 1 below.

Furthermore, after an increase based on the expert

appraisal, initial development testing is also carried

out. Initial development testing is done by reviewing

student responses as target users of the textbook.

Initial development testing was carried out on a

limited sample of 36 people who joined in one class.

Initial development testing is used as a basis for

improvement to achieve acceptable Textbooks in the

population. This process is not to guarantee

acceptance but to get an overview of student

expectations so that further approval can be tested at

the dissemination stage. Student responses in limited

samples are used as references for further

improvements to the expectations of Textbooks that

are suitable for student characteristics. So that, the

output from this development stage is the prototype I

which must then be re-tested for its acceptance in the

dissemination stage to get prototype 2. The results of

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the initial development testing are also summarized

in Table 1 below.

Table 1: Expert Appraisal and Initial Development Testing

Aspect

Expert 1

Expert 2

Students

Format

Score

a. Clarity in the distribution of material

4.35

b. Layout setting

4.15

c. Suitable type and font size

4.35

Language

a. The materials are delivered with straightforward and

simple sentences

4.43

b. The materials are delivered with communicative and

interactive sentences

4.15

c. Spelling is delivered with acceptable structure and

grammar in Bahasa Indonesia

4.15

d. Spelling is using the sentences which following

Indonesian Language Rules

4.15

e. using effective sentences

4.63

f. using efficient sentences

4.35

Content

a. The truth of the material

4.86

b. Material and competence adequacy

4.86

c. Suitability with learning objectives and learning

outcomes

d. Suitability with problem-based learning

4.46

e. Suitability of mind mapping

4.86

f. Feasibility and completeness of resources

4.66

g. Suitability of content regarding allocation of time

4.86

h. Suitability of material to stakeholders' needs

4.86

i. Compatibility of assignment and evaluation tests with

the learning objective and learning outcomes

4.93

The results of expert appraisal and initial

development testing indicate that some minor

improvements to the Textbook have been made.

Generally, improvements that need to be made on

the aspect of legibility and selection of sentences

that are effective and efficient. The development

will then be consulted with linguistic experts to

produce sentences that have good readability so that

they are easily understood by students and following

the Indonesian language rules. Furthermore,

improvements are concentrated on the suitability of

the material weight with the available time

allocation. Submission of teaching material is ideally

by the credit weight possible for the course, namely

assessment and evaluation. Therefore the extraction

of the material is adjusted again referring to the key

elements to achieve the learning objectives. Finally,

improvements are concentrated on the suitability of

the content with the needs of stakeholders. This

aspect does have its difficulties because of the broad

scope of assessment and evaluation material and the

specificity of stakeholder needs. So that, the

extraction of material previously carried out must

still pay attention to the specificities of stakeholder

needs. So improvements are focused on clarifying

the practical implications of the evaluation concepts

that are taught so that they are following the

functional requirements of the evaluation and

assessment of stakeholders.

Furthermore, limited testing of students on

Textbooks that have been improved based on expert

opinion has a reasonably good response. With a

mean response above 4 with a scale of 5 indicates

that Textbooks has a reasonably good level of

acceptability. Student recommendations based on

the results of the draft still refer to readability/easy

to read level and the use of sentences in Textbooks.

So that the improvement by involving linguistic

experts is a step that will be done next before

dissemination.

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5 CONCLUSION

According to the results of the research and

discussion above, this study produces several

conclusions as follows:

1. This study has successfully developed

Textbooks in the form of mind mapping based

assessment and evaluation courses.

2. Mind mapping-based textbooks developed in

this study have been through the process of

expert appraisal and initial development testing.

3. The concentration of further improvements is

focused on linguistic aspects

4. The next step that must be done from the results

of this research is dissemination includes 1)

summative test; 2) final packaging; and 3)

diffusion (see: (Thiagarajan, Semmel, &

Semmel, 1974).

Based on the above conclusions, this study

produces the following recommendations.

1. This study has practical suggestions for

educators on instructional design updates on

assessment and evaluation lessons that are

oriented to the use of mind mapping. The use of

mind mapping in the delivery of learning

material can provide a complete picture to

students regarding the conceptual framework to

be taught. The big picture conveyed in mind

mapping will stimulate students to fully

understand the concept of assessment and

evaluation to avoid missing links between

theory and practice.

2. For stakeholders, can review the Textbook that

has been developed, re-validated, and further

developed so that it can be generally accepted

and used in a standard manner both at the study

and faculty level.

3. For further research can empirically test the

implementation of the Textbook that has been

developed, empirical testing is critical to get

evidence of the performance of the Textbook. In

the research phase of developing Thiagarajan,

Semmel, & Semmel (1974) Textbook, this stage

is incorporated in the disseminated stage. This

stage will ensure the feasibility of the Textbook

developed by 1) summative test; 2) final

packaging, and 3) diffusion.

The limitation of this research lies in the stages

of research that are still reaching the stage of

developing. The limitations of achievement are due

to limited costs and time. The next stage will be

carried out by the researcher as further research. So

that, the further research will be a series of

continuous research in a research roadmap.

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