Analysis of Student Work Outcomes in the Introduction to Literature Course with Mind Map Media

Abstract

The analysis of literary texts is a complex skill that requires structured learning approaches. The selection of appropriate learning
media serves as an alternative solution to facilitate this process. This study aims to describe students' work in introductory
literature courses using mind maps as a learning tool. This research employs a descriptive qualitative method, with data collected
through concept map tests and documentation. The data analysis follows an interactive model consisting of data reduction,
data presentation, and conclusion drawing/verification. The results indicate that students can comprehensively analyze and
present literary material. This is evident from their ability to present their findings in class and respond to peer questions
effectively. However, some students still face challenges in simplifying complex material when using mind maps. Despite this,
students demonstrate an understanding of the learning resources, organize their insights into concept maps, engage in
discussions, and apply their knowledge to problem-solving activities.