Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar IPS berbasis mind mapping untuk meningkatkan hasil
belajar IPS siswa di kelas IV SDN Tambakaji 03, Kota Semarang. Jenis penelitian ini adalah Research and
Develponment (R&D) dengan menggunakan model penelitian dan pengembangan yang dikembangkan oleh
Sugiyono. Prosedur penelitian yang dilakukan oleh peneliti meliputi, (1) Potensi dan masalah; (2) Pengumpulan
data; (3) Desain produk; (4) Validasi desain; (5) Revisi; (6) Uji coba produk; (7) Revisi produk; dan (8) Uji coba
pemakaian. Populasi penelitian ini adalah siswa kelas IV SDN Tambakaji 03 dengan menggunakan teknik
sampling yaitu purposive sampling. Pengumpulan data menggunakan instrument tes, angket, wawancara, dan
dokumentasi. Teknik analisis data menggunakan analisis data produk, analisis data awal, uji t, dan uji n-gain. Hasil
penelitian menunjukkan bahwa bahan ajar IPS berbasis mind mapping sangat layak digunakan berdasarkan
penilaian ahli media dengan persentase 98%, ahli materi 93% dan ahli bahasa 93%. Bahan ajar IPS berbasis mind
mapping terbukti efektif dibuktikan dengan adanya perbedaan rata-rata melalui uji t sebesar 13,271 dan peningkatan
rata-rata melalui uji n-gain sebesar 0,47. Simpulan penelitian ini adalah bahan ajar IPS berbasis mind mapping layak
dan efektif untuk meningkatkan hasil belajar IPS siswa kelas IV materi Keragaman di Indonesia.


This research aims to develop a social studies teaching material based on mind mapping to increase social studies learning
outcome in fourth-grade Junior High School Tambakaji 03, Semarang. The type of this research is the Research and
Development (R & D) using Sugiyono’s model. The procedure of this research are, (1) problems; (2) data collecting; (3) product
design; (4) design validation; (5) revision; (6) main field testing; (7) operational product revision; (8) operational field testing. The
study population is fourth-grade students Tambakaji 03 with purposive sampling technique. Data collections technique using
test, interview, questionnaire, and document. Data was analyzed using analysis product data, initial data analysis, t -test, and ngain.
The result showed that social studies teaching material based on mind mapping is proper to use with a percentage score of
the media presentation component assessment 98%, a percentage score of the content’s material components 93%, and a
percentage score of language components 93%. Social studies teaching material based on mind mapping aff ects the results of their
study with an average difference through t-test of 13,271 and an average increase (gain) equals to 0,47. Conclusions in this study
were the social studies teaching material based on mind mapping is proper to use and effective to use in learning social studies
materials and improve student’s learning outcome.