PENERAPAN MODEL PEMBELAJARAN MIND MAPPING DALAM MENINGKATKAN HASIL BELAJAR MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI PADA BAB HAJI DAN QURBAN SISWA KELAS V SDN PANDAAN 1

Abstract

Abstract : This research is motivated by the existence of a variety of learning models that have been used by teachers in Islamic Religious Education subjects at SDN Pandaan 1. To further optimize the teacher applies the mind mapping learning model to improve student learning outcomes.

This research was conducted with the following objectives: 1) to describe the planning and implementation of the application of the mind mapping learning model in Islamic Religious Education and Ethics subjects at SDN Pandaan 1. 2) to describe the evaluation of the application of the mind mapping learning model in Islamic Religious Education subjects at SDN Pandaan 1.

This research is included in qualitative research. This research uses data collection techniques with observation, interviews, and documentation. While the data analysis uses data condensation analysis, data presentation, and conclusion drawing. The subject of this research is the fifth grade students of SDN Pandaan 1, as many as 24 people consisting of 11 boys and 13 girls.

This study is classified as qualitative research. Data collection techniques include observation, interviews, and documentation. Data analysis involves data condensation, data presentation, and drawing conclusions. Finally, data validity is tested using source triangulation and technique triangulation. The subjects of this study are 24 fifth-grade students at SDN Pandaan 1, consisting of 11 boys and 13 girls.

The results of this study: 1) The planning stage for the application of the mind mapping model in Islamic Religious Education and Budi Pekerti subjects at SDN Pandaan 1 includes, teachers preparing teaching modules, learning materials, and learning models that will be used. 2) The implementation stage of the mind mapping model in Islamic Religious Education and Budi Pekerti subjects at SDN Pandaan 1 is carried out in three stages, namely: preliminary activities which include conditioning students, greetings, prayers, attendance. Core activities which include, the teacher explains the material, students pay attention to the instructions for making mind mapping given by the teacher, students work on the task of making mind mapping. Closing activities, namely the teacher summarizes the learning material that has been learned previously, provides motivation to students, and does prayer together, then ends by saying greetings. 3) The learning evaluation stage using the mind mapping model in Islamic Religious Education and Budi Pekerti subjects can improve student learning outcomes. The assessment technique used is by looking at the three aspects, namely: cognitive aspects, affective aspects, and psychomotor aspects.

Keywords: Mind Mapping, learning outcomes.