PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS KELAS IV

Abstract

Abstrak : Pembelajaran IPS yang dilaksanakan dalam kegiatan instruksional di sekolah-sekolah bertujuan untuk mengembangkan kepekaan anak didik terhadap kehidupan sosial disekitarnya. Namun masalah yang dihadapi siswa pasif dalam proses pembelajaran dan hasil belajar  siswa masih kurang dari KKM. Adapun KKM yang ditentukan adalah 70. Penelitian ini bertujuan untuk mendeskripsikan aktivitas guru dan siswa selama pembelajaran, meningkatakan hasil belajar siswa, dan mendeskripsikan kendala-kendala yang muncul dan pemecahannya dalam penerapan model belajar kooperatif tipe Mind Mapping. Hasil pengamatan pada pelaksanaan penelitian menunjukkan terjadinya peningkatan rata-rata aktivitas guru pada siklus I 73,43%, siklus II sebesar 87,50%, dan siklus III 95,31%.  aktivitas siswa mengalami peningkatan dari siklus I 72,21% siklus II 85,22% pada siklus III sebesar 93,49%. Sementara itu, penilaian afektif siswa siklus I 66,69%, siklus II 78,84% dan siklus III 90,76%. Selanjutnya penilaian psikomotor mengalami peningkatan siklus I 67,94%, siklus II 80,76% dan siklus III 94,23%. Hasil belajar siswa mengalami peningkatan ditunjukkan persentase siklus I 66,67%, siklus II 84,61% dan siklus III sebesar 94,87%. Kemudian hasil Mind Mapping siswa juga mengalami peningkatan hal ini ditunjukkan persentase siklus I 75%, pada siklus II 81,73% dan siklus III 90,38%. Persentase keberhasilan yang ditetapkan yaitu 85%. Dengan menggunakan model belajar kooperatif Tipe Mind Mapping dapat meningkatakan aktivitas pembelajaran dan hasil belajar siswa.

Kata Kunci: Model Pembelajaran Kooperatif Tipe Mind Mapping , Hasil Belajar, IPS.

Abstract : social studies that performed on instructional activity at schools aim to develop student sensitivity to social live around them. However, problem that faced are passive student on learning process and student learning result that still lack from KKM. KKM that decided is 70. This research aim to describe student and teacher activity during learning, improve student learning result, and describe problems that appear and the solution in the implementation of cooperative learning model type mind mapping. Observation result in the research implementation show the improvement of teacher activity mean on first cycle as big as 73.43%, second cycle as big as 87.50% and third cycle is 95.31%. Student activity also experience improvement with percentage 72.21% on first cycle, second cycle with percentage 85.22% and 93.49% on third cycle. Meanwhile, student activity on student affective on first cycle is 66.69%, second cycle.78.84% and 90.76% on third cycle. Next, student psychomotor activity on first cycle is 67.94%, second cycle.80.76% and 94.23% on third cycle. Student learning also experience improvement with percentage 66.67% on first cycle, second cycle with percentage 84.61% and 94.87% on third cycle. Then, student mind mapping result on first cycle is 75%, second cycle 81.73% and 90.38% on third cycle. Achievement percentage that decided is 85%. By applying cooperative learning model type mind mapping can improve learning activity and student learning result.

Keywords: Cooperative learning model type Mind Mapping, Mind Mapping, social studies