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Penelitian ini mengkaji capaian membaca pemahaman setelah penerapan metode mind mapping, sekaligus menelaah aspek yang masih membutuhkan dukungan pembelajaran. Penelitian deskriptif kualitatif melibatkan 29 siswa kelas IV SDN 19 Setogor. Data dikumpulkan melalui tes membaca pemahaman dan dokumentasi, lalu dianalisis melalui tabulasi skor, persentase, kategorisasi, serta interpretasi kesulitan. Hasil menunjukkan dukungan mind mapping dalam mengorganisasi informasi, namun memerlukan pengayaan kosakata, panduan eksplisit menentukan gagasan utama, dan latihan berulang menyimpulkan.",{"@graph":51,"@context":106},[52,68,89],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":39,"@type":58,"position":64},"https://docshare.wps.com/id/template/umum/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/analysis-of-reading-comprehension-through-the-implementation-of-the-mind-mapping-method-for-fourth-grade-students-of-sdn-19-setogor/234132/",4,{"url":66,"name":47,"@type":69,"image":70,"author":75,"headline":47,"publisher":78,"fileFormat":81,"inLanguage":45,"description":49,"dateModified":82,"datePublished":83,"encodingFormat":81,"isAccessibleForFree":84,"interactionStatistic":85},"DigitalDocument",{"url":71,"@type":72,"width":73,"height":74},"https://docshare.wps.com/thumbnails/analysis-of-reading-comprehension-through-the-implementation-of-the-mind-mapping-method-for-fourth-grade-students-of-sdn-19-setogor/234132.png","ImageObject",442,249,{"name":76,"@type":77},"Gelato","Person",{"url":56,"name":79,"@type":80},"DocShare","Organization","application/pdf","2026-09-21","2026-09-10",true,{"@type":86,"interactionType":87,"userInteractionCount":9},"InteractionCounter",{"@type":88},"ViewAction",{"@type":90,"mainEntity":91},"FAQPage",[92,98,102],{"name":93,"@type":94,"acceptedAnswer":95},"Mengapa membaca pemahaman penting dalam pembelajaran sekolah dasar?","Question",{"text":96,"@type":97},"Membaca pemahaman menjadi dasar kemampuan siswa menangkap gagasan, menemukan informasi penting, menghubungkan antargagasan, serta menyimpulkan isi bacaan untuk menunjang keberhasilan berbagai mata pelajaran yang membutuhkan keterampilan memahami teks.","Answer",{"name":99,"@type":94,"acceptedAnswer":100},"Apa kesenjangan yang ingin dijawab penelitian ini terkait mind mapping?",{"text":101,"@type":97},"Penelitian sebelumnya lebih banyak menampilkan capaian nilai tanpa menguraikan secara khusus bagaimana strategi visual seperti mind mapping membantu siswa mengelola informasi bacaan dan aspek membaca pemahaman secara terarah.",{"name":103,"@type":94,"acceptedAnswer":104},"Bagaimana mind mapping membantu siswa dalam membaca pemahaman?",{"text":105,"@type":97},"Mind mapping menempatkan gagasan utama sebagai pusat dan mengembangkan informasi pendukung dalam cabang-cabang sehingga siswa dapat memisahkan informasi utama dan penjelas, menata hubungan antargagasan, serta menyusun kembali isi bacaan dengan bahasa sendiri.","https://schema.org",{"og:url":66,"og:type":108,"og:title":47,"og:site_name":79,"og:description":49},"article",{"robots":110,"canonical":66},"index,follow",{"doc_id":112,"site_id":44},234132,1790021827,{"code":4,"msg":5,"data":115},{"doc_id":112,"user_id":116,"nickname":76,"user_avatar":117,"doc_module":9,"category_id":38,"category_name":39,"doc_title":47,"doc_description":49,"doc_content":118,"file_id":119,"file_url":120,"file_type":121,"file_size":122,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":123,"language":124,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":125,"faqs":126,"seo_title":127,"seo_description":49,"update_tm":128,"read_time":61},19241457091524,"https://us-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","NUSRA: Jurnal Penelitian dan Ilmu Pendidikan  \nVolume 7, Issue 2, May 2026  \nDOI: [https://doi.org/10.55681/nusra.v7i2.6262](https://doi.org/10.55681/nusra.v7i2.6262)  \nHomepage: [ejournal.nusantaraglobal.ac.id/index.php/nusra](ejournal.nusantaraglobal.ac.id/index.php/nusra)  \np-ISSN: 2715-114X  \ne-ISSN: 2723-4649 pp. 1045-1050  \nANALISIS MEMBACA PEMAHAMAN DENGAN PENERAPAN METODE MIND MAPPING PADA SISWA KELAS IV SDN 19 SETOGOR  \nWarnik*, lilianslow  \n1Program Studi PGSD, Indonesia 2STKIP Melawi-Entikong, Indonesia  \n*Corresponding author [email: warnikwarnik09@gmail.com](email: warnikwarnik09@gmail.com), [lilianslow87@gmail.com](lilianslow87@gmail.com)  \n\n| Article History\u003Cbr>Received: 30 April 2026\u003Cbr>Revised: 27 May 2026\u003Cbr>Published: 31 May 2026 | ABSTRACT\u003Cbr>Reading comprehension is a fundamental literacy competence in elementary education because it determines students' ability to identify main ideas, locate explicit information, draw conclusions, and connect ideas in a text. However, classroom reading activities often focus on answering questions without sufficiently guiding students to organize textual information. This study addresses that gap by describing students' reading comprehension after the application of the mind mapping method and identifying the aspects of comprehension that still require instructional support. The study used a descriptive qualitative approach involving 29 fourth-grade students at SDN 19 Setogor. Data were collected through a reading comprehension test and documentation. The test instrument was developed based on indicators of reading comprehension, including identifying main ideas, finding detailed information, summarizing text content, and retelling the text in students' own words. Data were analyzed through score tabulation, percentage calculation, categorization, and qualitative interpretation of students' difficulties. The findings show that one student (3.45%) was in the very good category, sixteen students (55.17%) were in the good category, one student (3.45%) was in the sufficient category, and eleven students (37.93%) were in the poor category, with a class mean score of 63.10. These results indicate that mind mapping can support students in organizing reading information, but it needs to be accompanied by vocabulary enrichment, explicit guidance in identifying main ideas, and repeated practice in drawing conclusions. The contribution of this study lies in providing classroom-based evidence that mind mapping is useful as a visual strategy for reading comprehension while also highlighting the need for more structured literacy scaffolding in elementary Indonesian language learning.\u003Cbr>Keywords: Reading Comprehension, Mind Mapping, Indonesian\u003Cbr>Language Learning, Elementary School, Literacy.\u003Cbr>Copyright © 2026, The Author(s). |\n| --- | --- |\n| How to cite: Warnik, W., & Lilianslow, L. (2 Pada Siswa Kelas IV SDN 19 Setog [https://doi.org/10.55681/nusra.v7i2.6262](https://doi.org/10.55681/nusra.v7i2.6262) | 026) . Analisis Membaca Pemahaman Dengan Penerapan Metode Mind Mapping or. NUSRA : Jurnal Penelitian Dan Ilmu Pendidikan, 7(2), 1045–1050. |\n\nThis work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.  \nLATAR BELAKANG  \nMembaca pemahaman merupakan salah satu kemampuan literasi yang penting dalam pembelajaran di sekolah dasar. Melalui membaca pemahaman, peserta didiktidak hanya melafalkan kata atau mengenali lambang tulis, tetapi juga menangkap gagasan, menemukan informasi penting, menghubungkan antargagasan, sertamenyimpulkan isi bacaan. Kemampuan ini menjadi dasar bagi keberhasilan pesertadidik dalam mengikuti berbagai mata pelajaran, sebab hampir seluruh aktivitas belajar di sekolah memerlukan keterampilanmemahami teks.  \nDalam pembelajaran Bahasa Indonesia, membaca pemahaman perludilatihkan secara bertahap. Peserta didikkelas IV berada pada tahap perkembanganyang mulai mampu berpikir lebih teratur, tetapi masih membutuhkan bantuan visual dan","cbCaidwquBrrPfGk","https://ap.wps.com/l/cbCaidwquBrrPfGk","pdf",799223,6,"Indonesian","# Latar Belakang\n## Membaca pemahaman sebagai kemampuan literasi dasar\n## Kebutuhan strategi visual pada siswa kelas IV\n## Temuan kesulitan membaca pemahaman\n## Kesenjangan penelitian sebelumnya\n## Konsep dan manfaat mind mapping","[{\"question\":\"Mengapa membaca pemahaman penting dalam pembelajaran sekolah dasar?\",\"answer\":\"Membaca pemahaman menjadi dasar kemampuan siswa menangkap gagasan, menemukan informasi penting, menghubungkan antargagasan, serta menyimpulkan isi bacaan untuk menunjang keberhasilan berbagai mata pelajaran yang membutuhkan keterampilan memahami teks.\"},{\"question\":\"Apa kesenjangan yang ingin dijawab penelitian ini terkait mind mapping?\",\"answer\":\"Penelitian sebelumnya lebih banyak menampilkan capaian nilai tanpa menguraikan secara khusus bagaimana strategi visual seperti mind mapping membantu siswa mengelola informasi bacaan dan aspek membaca pemahaman secara terarah.\"},{\"question\":\"Bagaimana mind mapping membantu siswa dalam membaca pemahaman?\",\"answer\":\"Mind mapping menempatkan gagasan utama sebagai pusat dan mengembangkan informasi pendukung dalam cabang-cabang sehingga siswa dapat memisahkan informasi utama dan penjelas, menata hubungan antargagasan, serta menyusun kembali isi bacaan dengan bahasa sendiri.\"}]","Analisis Membaca Pemahaman Dengan Penerapan Metode Mind Mapping Pada Siswa Kelas IV SDN 19 Setogor | PDF",1789083958]