Windasari Windasari, Supriyanto Supriyanto, Erny Roesminingsih, Syunu Trihantoyo, Mufarrihul Hazin

Applying Digital Mind Mapping to Support Student Career Planning: The Coggle Approach at SMK GIKI 1 Surabaya

Introduction

Applying digital mind mapping to support student career planning: the coggle approach at smk giki 1 surabaya. Empower SMK GIKI 1 students to plan careers using digital mind mapping via Coggle and the IGROW model. This program enhanced systematic career visualization, interests, and skills.

Abstract

This community service program aimed to enhance students’ ability to develop independent career plans by applying the mind mapping technique through the Coggle application. The program employed a coaching approach utilizing the IGROW model, which consists of five key components: Intention, Goal, Reality, Options, and Will/Way Forward. The participants of this training were students from SMK GIKI 1. To ensure a systematic and practical coaching process, the IGROW model was implemented throughout the sessions. The results showed that the training effectively equipped students with the ability to visualize and plan their careers systematically, including mapping their interests, further education goals, and required skills. Evaluation findings indicated a significant improvement in students’ understanding of career planning, as evidenced by the difference between pre-test and post-test scores. Therefore, this training was proven effective in helping students prepare for their future careers in a more structured and potential-oriented manner.

Review

This paper presents a timely and relevant community service initiative focused on enhancing student career planning abilities at SMK GIKI 1 Surabaya through the innovative application of digital mind mapping via the Coggle platform. Employing a structured coaching approach based on the IGROW model (Intention, Goal, Reality, Options, Will/Way Forward), the program aimed to empower students to develop independent and systematic career plans. The abstract clearly articulates the program's objectives and its methodological framework, indicating a well-conceived intervention to address a critical aspect of vocational education. A significant strength of this work lies in its practical application of modern digital tools to a vital educational need. The integration of Coggle for visualizing career pathways, coupled with the systematic guidance provided by the IGROW coaching model, offers a compelling and replicable framework. The reported results, specifically the "significant improvement" in students' understanding of career planning as evidenced by pre-test and post-test scores, underscore the effectiveness of the training. This demonstrates that the program successfully equipped students with the ability to map their interests, further education goals, and necessary skills, thereby fostering a more structured and potential-oriented approach to their future careers. While the abstract highlights compelling positive outcomes, a full journal article would benefit from further elaboration on several aspects to enhance its scholarly contribution. Details regarding the specific content and quality of the mind maps produced, the sample size of participants, and the statistical methods used to determine "significant improvement" would strengthen the empirical claims. Additionally, exploring the long-term impact of this training on students' actual career choices and progression would provide invaluable insights. Future research could also consider incorporating qualitative feedback from participants to offer a richer understanding of their experiences and perceived benefits, thereby solidifying the generalizability and sustained effectiveness of this promising approach.

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