PENERAPAN MEDIA MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR TEMATIK PADA TEMA ENERGI DAN PERUBAHAN ENERGI

Main Article Content

Winarsi

Abstract

Reflection and observation in class II SD Negeri 2 Ardirejo Kepanjen showed that learning is still teacher-centered, lack of student activity, and the use of media that is not according to student characteristics. This has an impact on the low student learning outcomes. To overcome these problems, learning is applied with the help of mind mapping media. The purpose of this research is to improve thematic learning outcomes on the theme of energy and its changes using mind mapping in third grade students of SDN 2 Ardirejo Kepanjen Malang.


Classroom action research was carried out in two cycles. Each cycle is carried out in an allocated time of 3x35 minutes and goes through the stages of planning, implementing actions, observing, and reflecting. The research subjects consisted of teachers and third grade students of SD Negeri 2 Ardirejo Kepanjen. Data collection using test and non-test techniques. The data analysis technique used qualitative and quantitative data.


The results showed that the teacher's skills in the first cycle got a score of 22.5 with good criteria then increased to 26 with very good criteria in the second cycle. Student activities in the first cycle got a score of 25 with very good criteria then increased to 28 with very good criteria in the second cycle. Student learning outcomes in the first cycle get 73.9% classical completeness and incomplete qualifications. Student learning outcomes in cycle II have increased with 91% classical completeness and complete qualifications. It can be concluded that learning with mind mapping media can improve thematic learning outcomes on the theme of energy and energy changes for third grade students of SD Negeri 2 Ardirejo Kepanjen.

Downloads

Download data is not yet available.

Article Details

How to Cite
Winarsi (2021) “PENERAPAN MEDIA MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR TEMATIK PADA TEMA ENERGI DAN PERUBAHAN ENERGI”, Jurnal Penelitian Ilmiah INTAJ, 5(2), pp. 168–190. Available at: https://ejournal.alqolam.ac.id/index.php/intaj/article/view/622 (Accessed: 25 January 2022).
Section
Articles

References

Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Azizah, S.N. 2005. Penerapan Metode Mind Mapping Siswa Kelas V

Bahaudin, Taufik. (1999) . Brainware Management. Jakarta: PT Elex Media Komputindo.

Buzan, Tony. 2007. Buku Pintar Mind Map: The Ultimate Book of Mind Maps. Jakarta: Gramedia Pustaka Utama

Siswoyo, Dwi, dkk. (2007). Ilmu Pendidikan. Yogyakarta: UNY Pers

Hardianto, D.Y. 2013. Penerapan Mind Mapping Sebagai Media

Kemendikbud. 2014. Modul Pelatihan Implementasi Kurikulum 2013. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan, Kementerian Pendidikan dan Kebudayaan. Jakarta.

Majid, Abdul. 2014. Pembelajaran Tematik Terpadu. Bandung: Remaja Rosdakarya

Pebriana, dkk. 2017. Penerapan Model Pembelajaran Picture & Picture Untuk Meningkatkan Aktifitas dan Hasil Belajar IPA Kelas V. E-journal: PGSD Universitas Pendidikan Ganesha. Vol. 7 No. 1

Ramadhani, S.P. 2018. Peningkatan Hasil Belajar IPA Melalui Mind Mapping Di SDN Manggarai 17 Pagi Tentang Bagian Tumbuhan Dan Fungsinya. Jurnal Ilmu Pendidikan Guru Sekolah Dasar. Vol.2 No.1: halaman: 89-106

Sholehah, L.A. 2017. Perbedaan Kemampuan Kognitif Siswa Menggunakan Model Pembelajaran Kancing Gemerincing dan Jigsaw pada Pembelajaran Tematik Tema 9 Kelas V SD. Jurnal Pemikiran dan Pengembangan SD. Vol. 5 No. 2: 758 - 765

Surya, Hendra. (2003). Kiat Mengajak Anak Belajar dan Berprestasi. Jakarta: Elex Media Komputindo

Trianto. 2007. Model-model Pembalajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Perpustakaan Nasional

Trianto. 2012. Model Pembelajaran Terpadu. Jakarta: PT. Bumi Aksara

Wycoff, Joyce. 2003. Menjadi Super Kreatif Melalui Metode Pemetaan Pikiran. Bandung: Kaifa