PENERAPAN METODE PETA PIKIRAN UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN NARASI DI SEKOLAH DASAR

Abstract

Abstrak: Hasil observasi di kelas IV SDN 1 Slempit Kedamean Gresik menunjukkan bahwa keterampilan menulis karangan narasi siswa masih rendah. Sebanyak  71,42% dari 35 siswa belum mencapai KKM yang ditetapkan, yaitu 70. Untuk mengatasi masalah tersebut, dilakukan penelitian tindakan kelas dengan menerapkan metode peta pikiran. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran dengan menerapkan metode peta pikiran, mendeskripsikan hasil belajar siswa dalam menulis karangan narasi, dan mendeskripsikan kendala-kendala dalam pelaksanaan pembelajaran serta cara mengatasinya. Rancangan penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan sebanyak dua siklus dengan tahapan perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan catatan lapangan. Data yang berhasil dikumpulkan dianalisis dengan menggunakan teknik analisis deskriptif kualitatif kuantitatif. Melalui dua siklus penelitian diperoleh hasil bahwa aktivitas guru pada siklus I dan II terlaksana 100%. Ketercapaian aktivitas guru pada siklus I memperoleh nilai 78,75, pada siklus II memperoleh nilai  93,75. Persentase ketuntasan belajar klasikal pada siklus I mencapai 65,71%, pada siklus II mencapai 88,57%. Berdasarkan hasil tersebut, disimpulkan bahwa penerapan metode peta pikiran dapat meningkatkan keterampilan menulis karangan narasi siswa kelas IV SDN 1 Slempit Kedamean Gresik.

Kata kunci: Metode, Peta Pikiran, Menulis Karangan Narasi

Abstract: From the observation that is done in the fourth grader of state elementary school 1 Slempit Kedamean Gresik, the data shows that the students’ writing skill in writing narrative text was still low. The data shows that 71,42% from the 35 students was not reached the score of standart minimum, that is 70. To solve all those problems, the classroom action reasearch was conducted by using a mind mapping method. The goals it self in this research are to describe the students’ learning process by using mind mapping method, and to describe the students’ compositions as the result of mind mapping method, and the last is to describe the obstacles in the teaching-learning process and how to resolve it. The reasearch design in this research is classroom action research with two research cyles; which every cycle contain the planning phase, the treatment phase, observation phase, and reflection phase. The research subjects in this reserach are the fourth grader students and teacher. The data collection techniques that is used are the observation sheet and the students’ writing test. Which the data were analyzed by descriptive qualitatif-quantitatif. From the two cyles observation can be shows that the teacher’s activity in cycle I and cycle II was done 100%. The teacher activity in cycle I reached 78,75 point, in the cycle II reached 93,75 point. Mean while the precentage of the clasical learning in cycle I reached 65,71%, in cycle II reached 88,57%. Based on the result above, it can be concluded that the application of mind mapping can improve the student’s writing skill in writing narrative text for the fourth grader of state elemtary school 1 Slempit Kedamean Gresik.

Keyword: Method, Mind Mapping, Writing Narrative Text.