[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-228560-113":3,"detail-sidebar-cat-0-id-113":81,"doc-detail-228560-id":128},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},113,"id","effect-of-sscs-method-using-mind-mapping-teaching-aids-on-mathematics-learning-outcomes-of-spltv-for-class-x-students-at-sma-dar-el-fikri","Pengaruh Metode SSCS Menggunakan Alat Peraga Mind Mapping Terhadap Hasil Belajar Matematika SPLTV Siswa SMA Dar El Fikri Kelas X","","Penelitian ini bertujuan untuk mengetahui pengaruh metode SSCS menggunakan alat peraga Mind Mapping terhadap hasil belajar matematika SPLTV pada siswa SMA. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan pelaksanaan dalam tiga siklus, masing-masing melalui tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas X. Pengumpulan data dilakukan melalui tes (pretest dan posttest) serta observasi aktivitas. Data dianalisis menggunakan persentase peningkatan. Hasil menunjukkan peningkatan nilai dari pra-siklus, siklus 1, dan siklus 2.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/id/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/id/document/ujian/","Ujian",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/id/document/effect-of-sscs-method-using-mind-mapping-teaching-aids-on-mathematics-learning-outcomes-of-spltv-for-class-x-students-at-sma-dar-el-fikri/228560/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effect-of-sscs-method-using-mind-mapping-teaching-aids-on-mathematics-learning-outcomes-of-spltv-for-class-x-students-at-sma-dar-el-fikri/228560.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-09-27","2026-09-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Apa tujuan penelitian ini?","Question",{"text":63,"@type":64},"Penelitian ini bertujuan mengetahui pengaruh metode SSCS menggunakan alat peraga Mind Mapping terhadap hasil belajar matematika SPLTV.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Bagaimana desain penelitian dan berapa siklus yang dilakukan?",{"text":68,"@type":64},"Penelitian menggunakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam tiga siklus, masing-masing terdiri atas perencanaan, pelaksanaan tindakan, observasi, dan refleksi.",{"name":70,"@type":61,"acceptedAnswer":71},"Apa saja instrumen pengumpulan data yang digunakan?",{"text":72,"@type":64},"Instrumen terdiri atas tes (pretest dan posttest) serta lembar pengamatan aktivitas untuk menilai proses pembelajaran.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},228560,1789027160,{"code":4,"msg":82,"data":83},"success",[84,89,93,97,101,105,109,113,117,120,124],{"id":85,"doc_module":4,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},55,"Agama & Spiritualitas",60,"religion-spirituality",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":87,"slug":92},48,"Cerita & Novel","story-novel",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":87,"slug":96},56,"Gaya Hidup","lifestyle",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":87,"slug":100},51,"Komik","comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":87,"slug":104},53,"Layanan Kesehatan","healthcare",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":87,"slug":108},54,"Penelitian & Laporan","research-report",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":87,"slug":112},49,"Sastra","literature",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":87,"slug":116},52,"Teknologi","technology",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":87,"slug":119},50,"exam",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":87,"slug":123},57,"Umum","general",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":126,"show_sort_weight":4,"slug":127},181,"Formulir","formulir",{"code":4,"msg":82,"data":129},{"doc_id":79,"user_id":130,"nickname":42,"user_avatar":131,"doc_module":4,"category_id":118,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":137,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":80,"read_time":142},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","PENGARUH METODE SSCS MENGGUNAKAN ALATPERAGA MIND MAPPING TERHADAP HASIL BELAJAR MATEMATIKA SPLTV SISWA SMA DAR EL FIKRI  \nKELAS X  \nRatna Mayasari*1, Wahyu Setiawan2  \n1,2 IKIP Siliwangi, Jl. Terusan Jenderal Sudirman, Cimahi, Jawa Barat, Indonesia  \n* [ratnamaya21@gmail.com](ratnamaya21@gmail.com)  \nDiterima: 8 November, 2021; Disetujui: 27 Januari, 2022  \nAbstract  \nThe purpose of this study is to find out the influence of the SSCS method using Mind Mapping propson the results of learning mathematics SPLTV. The research method used is class action research (PTK) . Research is carried out in three cycles, each cycle consisting of planning, execution of actions, observation, and reflection. The subject of this study was conducted on class X students. The data collection techniques used are by tests and observations. Research data collection instruments are tests (pretest and posttest questions), and activity observation sheets. The study data was analyzed using a percentage test. The study concluded that based on the results of preliminary tests and final tests ofthe increase in results of three cycles, namely pre-cycle (40%), cycle 1 (66.43%), and cycle 2 (77.86%) .  \nKeywords: SSCS, SPLTV, Mind Mapping, Mathematics Learning Outcomes  \nAbstrak  \nTujuan penelitian ini yaitu untuk mengetahui pengaruh metode SSCS menggunakan alat peraga Mind Mapping terhadap hasil belajar matematika SPLTV. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) . Penelitian dilaksanakan dalam tiga siklus, tiap siklus terdiri atas perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian ini dilakukan pada siswakelas X. Teknik pengumpulan data yang digunakan yaitu dengan tes dan observasi. Instrumen pengumpulan data penelitian yaitu tes (soalpretest dan soal posttest), dan lembar pengamatan aktivitas. Data penelitian ini dianalisis dengan menggunakan persen. Penelitian ini menyimpulkan bahwa berdasar hasil tes awal dan tes akhir dari peningkatan hasil tiga siklus yaitu pra-siklus (40%), siklus 1 (66,43%), dan siklus 2 (77,86%) .  \nKata Kunci: SSCS, SPLTV, Mind Mapping, Hasil Belajar Matematika  \nHow to cite: Mayasari, R. , & Setiawan, W. (2022) . Pengaruh Metode SSCS Menggunakan Alat Peraga Mind Mapping Terhadap Hasil Belajar Matematika SPLTVSiswa SMA Dar El Fikri Kelas X. JPMI – Jurnal Pembelajaran Matematika Inovatif , 5 (2),  375-384.   \nPENDAHULUAN  \nPemikiran siswa tentang sulitnya mengerjakan soal matematika membuat hasil nilai pembelajaran matematika belum mencapai target yang bagus. Beberapa faktor yang menyebabkan matematika cukup sulit dikerjakan yaitu kemampuan komunikasi matematisdalam tulisan ataupun lisan. Selain itu, dengan adanya kurikulum pembelajaran dari waktu ke  \nwaktu masih belum mencapai target. Bentuk kekurangan dalam menyampaikan hasil jawaban soal matematika seperti membuat persamaan dan tabel grafik (Hodiyanto, 2017) .  \nKenyataan di lapangan pembelajaran masih dilakukan dengan cara konvensional/ pembelajaran ceramah, pembelajaran dilakukan dengan monoton. Maslah tersebut mengakibatkanpembelajaran kurang efektif dan hanya bergantung kepada guru. Dampak dari masalah di atas yaitu menjadikan proses pembelajaran monoton dan membosankan sehingga tidak adanya motivasi belajar siswa dan berdampak pada hasil belajar yang kurang memuaskan.  \nBerdasarkan hasil observasi yang dilaksanakan peneliti dalam pembelajaran Matematikabahwaproses pembelajaran di kelas belum maksimal, kurang efektif dan kondusif, banyak siswa yang mengobrol, peserta didik kurang memperhatikan guru ketika sedang dijelaskan, peserta didikcenderung pasif saat kegiatan pembelajaran berlangsung, siswa kurang berani dalam menyampaikan pendapatnya, apabila guru tidak menunjuk siswa secara langsung maka siswamalu bahkan tidak mau bertanya walaupun siswa belum memahami materi yang telahdijelaskan.  \nSelain itu juga tampak hampir sebagian siswa mengalami kendala menyerap materi pelajaran matematika. Hal ini dapat dilihat dari masi","cbCaitSvVJzDLKXK","https://ap.wps.com/l/cbCaitSvVJzDLKXK","pdf",718707,10,"Indonesian","# Pendahuluan\n## Permasalahan Pembelajaran Matematika\n## Dampak Pembelajaran Konvensional\n## Kendala Memahami Materi dan Standar KKM\n## Jenis Kesalahan Pengerjaan Soal\n## Kebutuhan Model Pembelajaran Aktif","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Penelitian ini bertujuan mengetahui pengaruh metode SSCS menggunakan alat peraga Mind Mapping terhadap hasil belajar matematika SPLTV.\"},{\"question\":\"Bagaimana desain penelitian dan berapa siklus yang dilakukan?\",\"answer\":\"Penelitian menggunakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam tiga siklus, masing-masing terdiri atas perencanaan, pelaksanaan tindakan, observasi, dan refleksi.\"},{\"question\":\"Apa saja instrumen pengumpulan data yang digunakan?\",\"answer\":\"Instrumen terdiri atas tes (pretest dan posttest) serta lembar pengamatan aktivitas untuk menilai proses pembelajaran.\"}]","Pengaruh Metode SSCS Menggunakan Alat Peraga Mind Mapping Terhadap Hasil Belajar Matematika SPLTV Siswa SMA Dar El Fikri Kelas X | PDF",15]