Pengaruh Model Pembelajaran Mind Mapping terhadap Hasil Belajar IPAS Pada Siswa Kelas V SDN Sapeken 1
DOI:
https://doi.org/10.37985/jer.v6i3.2460Keywords:
Model Mind Mapping, IPAS, Kemampuan BelajarAbstract
Pendidikan di daerah terpencil, seperti SDN Sapeken 1, menghadapi tantangan besar dalam meningkatkan hasil belajar siswa, khususnya dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Model pembelajaran yang efektif, seperti Mind Mapping, diharapkan dapat memberikan solusi untuk meningkatkan pemahaman siswa terhadap materi yang kompleks. Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran Mind Mapping terhadap hasil belajar IPAS siswa kelas V di SDN Sapeken 1. Metode yang digunakan adalah desain kuasi-eksperimental dengan dua kelompok, yaitu kelompok eksperimen yang menerapkan model Mind Mapping dan kelompok kontrol yang menggunakan metode konvensional. Data dikumpulkan melalui tes pretest dan posttest, yang kemudian dianalisis menggunakan uji t. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan yang signifikan pada hasil belajar, dengan N-Gain sebesar 0,5682 yang tergolong "cukup efektif," sementara kelompok kontrol hanya mengalami peningkatan kecil dengan N-Gain 0,1343 yang tergolong "tidak efektif." Implikasi penelitian ini menunjukkan bahwa penerapan Mind Mapping dapat meningkatkan pemahaman siswa terhadap materi IPAS, serta memberikan kontribusi positif terhadap pembelajaran di sekolah-sekolah dasar, khususnya di daerah terpencil. Mind Mapping dapat diterapkan sebagai metode alternatif yang lebih efektif dibandingkan dengan metode pembelajaran konvensional dalam meningkatkan hasil belajar siswa.
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Biele, G., Lekhal, R., Overgaard, K. R., Vaage Wang, M., Eek Brandlistuen, R., Friis, S., & Zeiner, P. (2022). The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children. Child and Adolescent Psychiatry and Mental Health, 16(1), 1–9. https://doi.org/10.1186/s13034-022-00442-5
Guiral, A., & Pifarré, M. (2023). Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education. RIED-Revista Iberoamericana de Educacion a Distancia, 26(2), 89–109. https://doi.org/10.5944/ried.26.2.36067
Hardiansyah, F., & Zainuddin, Z. (2022). The Influence of Principal’s Motivation, Communication, and Parental Participation on Elementary School Teachers’ Performance. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 319–334. https://doi.org/10.24235/al.ibtida.snj.v9i2.9936
Küçük, M., Talan, T., & Demirbilek, M. (2024). The Effect of Creating 3D Objects with Block Codes on Spatial and Computational Thinking Skills. Informatics in Education, 23(1), 125–143. https://doi.org/10.15388/infedu.2024.02
Liu, P., Mei, W., Zhou, M., Zhao, T., Wang, Y., Zou, R., & Wang, C. (2023). Application of mind map can promote the health education effect of children with vasovagal syncope. Frontiers in Cardiovascular Medicine, 10. https://doi.org/10.3389/fcvm.2023.1051677
Nahdi, D. S. (2015). Jurnal Cakrawala Pendas, Volume I, No. 1 Januari 2015 ISSN: 2442-7470. Jurnal Cakrawala Pendas, I(1), 55–64.
Octavianingrum, A., & Syofyan, H. (2019). Pengaruh Model Pembelajaran Mind Mapping Terhadap Hasil Belajar Ipa Kelas V Pada Materi Alat Pernapasan Makhluk Hidup. Jurnal Forum Ilmiah, 16(2), 139–148.
Orlova, N. (2017). Efficiency of Mind Mapping for the Development of Speaking Skills in Students of Non-Linguistic Study Fields. Science and Education, 26(6), 151–161. https://doi.org/10.24195/2414-4665-2017-6-23
RATNAWATI, E. (2022). Penerapan Learning Cycle–5E Berkonteks Ssi Untuk Meningkatkan Penguasaan Konsep Siswa Pada Materi Larutan Penyangga. SCIENCE : Jurnal Inovasi Pendidikan Matematika Dan IPA, 2(4), 431–437. https://doi.org/10.51878/science.v2i4.1765
Ritchie, S. J., Della Sala, S., & McIntosh, R. D. (2013). Retrieval practice, with or without mind mapping, boosts fact learning in primary school children. PLoS ONE, 8(11). https://doi.org/10.1371/journal.pone.0078976
Ruiz-Martín, H., & Bybee, R. W. (2022). The cognitive principles of learning underlying the 5E Model of Instruction. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00337-z
Shih, Y. A., & Chang, B. (2020). Empirical study on the effects of social network–supported group concept mapping. Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-020-00143-7
Stokhof, H., de Vries, B., Bastiaens, T., & Martens, R. (2020). Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance. Research in Science Education, 50(1), 203–225. https://doi.org/10.1007/s11165-017-9686-3
Vinet, L., & Zhedanov, A. (2011). A “missing” family of classical orthogonal polynomials. Journal of Physics A: Mathematical and Theoretical, 44(8), 1–14. https://doi.org/10.1088/1751-8113/44/8/085201
Wang, K., Sang, G. Y., Huang, L. Z., Li, S. H., & Guo, J. W. (2023). The Effectiveness of Educational Robots in Improving Learning Outcomes: A Meta-Analysis. Sustainability (Switzerland), 15(5). https://doi.org/10.3390/su15054637
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