Implementation of Mind Mapping Learning Model with Picture Media for the Theme of the Beauty of Togetherness Grade IV Madrasah Ibtidaiyah Al-Fitrah Oesapa, Kupang

Abstract

—Mind mapping is one of the learning models that learns the concept or technique of remembering things with the help of mind mapping (learning techniques using mind maps, recording learning material as outlined in diagrams containing interconnected symbols, codes, pictures and colors) so that the two parts of the human brain can be used optimally. Picture is one of the media that is used to convey messages visually. The objectives of this study are to find out: (1) development of student learning outcomes; affective domain, (2) activities by teachers and students, (3) teacher skills in managing learning, and (4) the students’ responses to the mind mapping learning model with picture media. The samples involved in this study were 28 students from grade IV of Madrasah Ibtidaiyah Al-Fitrah. Data collection techniques used (1) pretest and posttest, (2) observation sheet of teacher and student activities, (3) observation sheet of teacher skills, and (4) response sheet of students. Meanwhile, data analysis used quantitative descriptive techniques. The results of this study show that: (1) Individual completeness scores increased from 19 students completed in the first cycle to 22 students completed in cycle II, and 25 students completed in cycle III. The percentage of classical completeness also showed an increase from 67% in cycle I, 78% in cycle II, and 89% in cycle III. There was also an increase in students’ attitude in the application of mind mapping learning model assisted with picture media as the learning processes in class IV starting from the first to the third cycle. The attitude enhancement consists of the aspects of honesty, discipline, responsibility (co-operative), caring, polite, friendly, mutual cooperation, cooperation, peace of mind, and responsiveness and proactivity in participating in learning; (2) The activities by teachers and students showed an increase to match the percentage of ideal time; (3) Teacher skills showed an increase seen from the acquisition in which a score of 2.55 in the first cycle with a moderate category, a score of 3.1 in the second cycle with a good category, and 3.46 in the third cycle with a good category; and (4) The response of students to the mind mapping learning model assisted with picture media can be classified to be good, 92 percent of samples thought that mind mapping learning model assisted with picture media could improve students’ understanding of the theme of the beauty of togetherness, and sub-theme of cultural diversity in my country.