Main Article Content

M. Farid Nurul Anwar
Ika Widayanti

Abstract

The learning outcomes of class VIB SDN Landungsari 1 student did not reach the specified Minimum Completeness Criteria (MCC). Apart from the effects of the post-covid-19 pandemic, the cause of the low student learning scores was the learning model. The learning model must be following the times. One of the learning models is the mind mapping model of cooperative learning which is an innovative learning model. The purpose of this study was to describe the application of the mind mapping model of cooperative learning to improve student learning outcomes. This research was conducted in 2 cycles using the class action research method (CAR) with steps were action planning, action implementation, evaluation, and reflection in each cycle. The learning outcomes of cycle 1 showed the mean of affective, psychomotor, and cognitive values were 79.80, 62.50, and 73.84, respectively. The learning outcomes of cycle 2 showed an increase compared to the learning outcomes in preliminary observation and cycle 1 with the average values ​​of affective, psychomotor, and cognitive were 98, 93.75, and 86.92, respectively. The results of this study indicated that the mind mapping model of cooperative learning could improve student learning outcomes.

Article Details

How to Cite
Anwar, M. F. N., & Widayanti, I. (2021). PENERAPAN PEMBELAJARAN KOOPERATIF MODEL MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SISWA SDN 1 LANDUNGSARI DI MASA PANDEMI COVID-19. JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL, 2(2), 157-167. https://doi.org/10.29303/pendas.v2i2.552
References
Buzan, Tony. (2007). Buku Pintar Mind Mapping. Jakarta: PT Gramedia Pustaka Utama.
Istiqomah, R. N. (2019). Pengaruh Model Pembelajaran Mind Mapping Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Ipa Kelas V SDN 2 Sidoharjo Pringsewu (Doctoral dissertation, UIN Raden Intan Lampung).
Kemmis, S. and Mc Taggart, R. (1988). The Action Research Planner. Victoria: Deakin University Press.
Marxy, A. (2017). Pengaruh Model Pembelajaran Mind Mapping terhadap Hasil Belajar Matematika Siswa. JKPM (Jurnal Kajian Pendidikan Matematika), 2(2), 173-182.
Nainggolan, M., Tanjung, D. S., & Simarmata, E. J. (2021). Pengaruh Model Pembelajaran SAVI terhadap Hasil Belajar Matematika Siswa di Sekolah Dasar. Jurnal Basicedu, 5(4), 2617-2625.
Pohan, S. A., & Dafit, F. (2021). Pelaksanaan Pembelajaran Kurikulum 2013 di Sekolah Dasar. Jurnal Basicedu, 5(3), 1191-1197.
Rifanty, E. (2019). Peningkatan Keaktifan Belajar Menggunakan Model Pembelajaran Kooperatif Tipe Make A Match pada Peserta Didik Kelas VB SD Muhammadiyah Condongcatur. Jurnal PTK Pendidikan Profesi Guru Prajabatan 2018.
Silviriyanti, D. (2010). Penerapan pembelajaran kooperatif model think-pair-share (TPS) untuk meningkatkan aktivitas dan prestasi belajar siswa kelas VIIID semester II SMP Negeri 20 Malang. Penerapan pembelajaran kooperatif model think-pair-share (TPS) untuk meningkatkan aktivitas dan prestasi belajar siswa kelas VIIID semester II SMP Negeri 20 Malang/Desis Silviriyanti.
Widodo, W., & Widayanti, L. (2013). Peningkatan aktivitas belajar dan hasil belajar siswa dengan metode problem based learning pada siswa kelas viia mts negeri donomulyo kulon progo tahun pelajaran 2012/2013. Jurnal Fisika Indonesia UGM, 17(49), 80105.
Wijaya, H., & Arismunandar, A. (2018). Pengembangan Model Pembelajaran Kooperatif Tipe STAD Berbasis Media Sosial. Jurnal Jaffray, 16(2), 175-196.
Winataputra Udin S, dkk. 2007. Teori Belajar dan Pembelajaran. Jakarta: Universitas terbuka.
Zahro, F., Degeng, I. N. S., & Mudiono, A. (2018). Pengaruh model pembelajaran student team achievement devision (STAD) dan mind mapping terhadap hasil belajar siswa kelas IV sekolah dasar. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 8(2), 196.