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Subjek mencakup mahasiswa yang mengajar dengan mind map, guru sejarah sebagai sumber utama, serta siswa yang mengikuti pembelajaran. Hasil menunjukkan mind map sangat efektif untuk memahami keterkaitan antarperistiwa, menata konsep secara terstruktur, meningkatkan fokus dan semangat, serta memfasilitasi diskusi. Siswa juga lebih mampu merangkai kembali materi secara mandiri, sesuai konstruktivisme dan dual coding.",{"@graph":14,"@context":66},[15,34,49],{"@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/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/id/template/umum/","Umum",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/id/template/effectiveness-of-mind-map-media-as-a-support-for-indonesian-history-learning-at-sman-2-percut-sei-tuan-case-study-of-the-1998-reformation/237094/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Angel","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-09-11",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62],{"name":53,"@type":54,"acceptedAnswer":55},"Apa tujuan penelitian tentang mind map pada pembelajaran Sejarah Indonesia?","Question",{"text":56,"@type":57},"Penelitian bertujuan menjelaskan seberapa efektif media visual mind map digunakan untuk mengajar Sejarah Indonesia, terutama materi Reformasi 1998.","Answer",{"name":59,"@type":54,"acceptedAnswer":60},"Bagaimana metode dan teknik pengumpulan data yang digunakan?",{"text":61,"@type":57},"Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui pengamatan, wawancara, dan dokumentasi.",{"name":63,"@type":54,"acceptedAnswer":64},"Mengapa mind map dinilai efektif untuk pembelajaran Sejarah?",{"text":65,"@type":57},"Mind map membantu siswa memahami keterkaitan antarperistiwa, mengatur konsep secara terstruktur, meningkatkan fokus dan semangat, serta mempermudah mengingat dan menganalisis informasi melalui gabungan gambar dan kata.","https://schema.org",{"og:url":32,"og:type":68,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":70,"canonical":32},"index,follow",{"doc_id":72,"site_id":7},237094,1789109839,{"code":4,"msg":75,"data":76},"success",[77,81,85,89,93,97,101,105],{"id":78,"doc_module":22,"doc_module_name":25,"category_name":79,"show_sort_weight":4,"slug":80},178,"Faktur","faktur",{"id":82,"doc_module":22,"doc_module_name":25,"category_name":83,"show_sort_weight":4,"slug":84},192,"Formulir","formulir-192",{"id":86,"doc_module":22,"doc_module_name":25,"category_name":87,"show_sort_weight":4,"slug":88},180,"Media 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Media Mind Map sebagai Pendukung Pembelajaran Sejarah Indonesia di SMAN 2 Percut Sei Tuan: Studi Kasus Reformasi 1998  \nIka Purnamasari1 Nazwa Andjani2 Tiarma Elisabet Nainggolan3 Wishmar Samuel  \nSiregar4 Yohana Magdalena Siagian5  \nJurusan Pendidikan Sejarah, Fakultas Ilmu Sosial, Universitas Negeri Medan, Indonesia 1,2,3,4,5  \nEmail: [Ikapurnamasari@unimed.ac.id](Ikapurnamasari@unimed.ac.id1 nazwaandjani@gmail.com2)[1](Ikapurnamasari@unimed.ac.id1 nazwaandjani@gmail.com2)[ nazwaandjani@gmail.com](Ikapurnamasari@unimed.ac.id1 nazwaandjani@gmail.com2)[2](Ikapurnamasari@unimed.ac.id1 nazwaandjani@gmail.com2)  \n[elisabetnainggolan730@gmail.com](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)[3](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)[ siregarwishmar@gmail.com](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)[4](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)[ ysiagian109@gmail.com](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)[5](elisabetnainggolan730@gmail.com3 siregarwishmar@gmail.com4 ysiagian109@gmail.com5)  \nAbstrak  \nPenelitian ini bertujuan untuk menjelaskan seberapa efektif media visual mind map digunakan dalam mengajar Sejarah Indonesia, khususnya materi Reformasi tahun 1998. Penelitian ini dilatarbelakangioleh kebutuhan penggunaan alat pembelajaran yang bisa membantu siswa memahami materi sejarah yang rumit dan berurutan. Penelitian ini menggunakan metode kualitatif deskriptif, dengan teknik pengumpulan data melalui pengamatan, wawancara, dan dokumentasi. Subjek penelitian mencakup mahasiswa yang mengajar menggunakan mind map, guru sejarah sebagai sumber informasi utama, serta siswa yang mengikuti proses pembelajaran. Hasil penelitian menunjukkan bahwa mind map sangat efektif digunakan sebagai media pembelajaran sejarah karena membantu siswa memahamiketerkaitan antar peristiwa, mengatur konsep dengan terstruktur, serta meningkatkan fokus dan semangat belajar. Gambar dalam mind map membuat informasi lebih mudah diingat dan dianalisis, sesuai dengan teori konstruktivisme dan dual coding yang menekankan pentingnya penggabungangambar dan kata dalam pembelajaran. Dari pengamatan juga terlihat bahwa partisipasi siswa dalam diskusi meningkat, serta mereka lebih mampu merangkai kembali materi Reformasi 1998 secara mandiri. Dengan demikian, mind map dinilai sebagai media visual yang tepat dan efektif dalam mendukung pemahaman sejarah di tingkat SMA.  \nKata Kunci: Mind Map, Media Pembelajaran Visual, Pembelajaran Sejarah, Reformasi 1998, Efektivitas Belajar  \nAbstract  \nThis study aims to explain the effectiveness of using mind maps as a visual medium in teaching Indonesian history, specifically the 1998 Reformation. This research was motivated by the need for a learning tool that could help students understand complex and sequential historical material. This study employed a descriptive qualitative method, with data collection techniques through observation, interviews, and documentation. The research subjects included university students who taught using mind maps, history teachers as the primary source of information, and students participating in the learning process. The results showed that mind maps are highly effective as a history learning medium because they help students understand the interrelationships between events, organize concepts in a structured manner, and increase focus and enthusiasm for learning. The images in mind maps make information easier to remember and analyze, in line with constructivism and dual coding theories, which emphasize the importance of combining images and words in learning. Observations also showed that student participation in discussions increased, and they were better able to independently reconstruct the 1998 Reformation material. Thus, mind maps are considered an appropriate and effective ","cbCaiqA0AbBdm7iz","https://ap.wps.com/l/cbCaiqA0AbBdm7iz","pdf",303258,7,"Indonesian","# PENDAHULUAN\n## Latar belakang pendidikan dan kebutuhan media pembelajaran\n## Konsep pembelajaran sejarah serta peran komunikasi guru-siswa\n# METODE PENELITIAN\n## Jenis penelitian kualitatif deskriptif\n## Teknik pengumpulan data: pengamatan, wawancara, dokumentasi\n## Subjek penelitian\n# HASIL DAN PEMBAHASAN\n## Efektivitas mind map untuk keterkaitan peristiwa\n## Struktur konsep, fokus, dan semangat belajar\n## Relevansi konstruktivisme dan dual coding\n## Peningkatan partisipasi diskusi dan kemandirian siswa","[{\"question\":\"Apa tujuan penelitian tentang mind map pada pembelajaran Sejarah Indonesia?\",\"answer\":\"Penelitian bertujuan menjelaskan seberapa efektif media visual mind map digunakan untuk mengajar Sejarah Indonesia, terutama materi Reformasi 1998.\"},{\"question\":\"Bagaimana metode dan teknik pengumpulan data yang digunakan?\",\"answer\":\"Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui pengamatan, wawancara, dan dokumentasi.\"},{\"question\":\"Mengapa mind map dinilai efektif untuk pembelajaran Sejarah?\",\"answer\":\"Mind map membantu siswa memahami keterkaitan antarperistiwa, mengatur konsep secara terstruktur, meningkatkan fokus dan semangat, serta mempermudah mengingat dan menganalisis informasi melalui gabungan gambar dan kata.\"}]","Efektivitas Media Mind Map sebagai Pendukung Pembelajaran Sejarah Indonesia di SMAN 2 Percut Sei Tuan - Studi Kasus Reformasi 1998 | PDF"]