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Penelitian menggunakan pendekatan deskriptif kualitatif dengan informan guru sejarah, peserta didik, dan perwakilan kurikulum. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, dengan analisis meliputi pengumpulan, reduksi, penyajian, serta penarikan kesimpulan. Hasil menunjukkan perencanaan melalui RPP mencakup modul dan bahan ajar, pelaksanaan terbagi pendahuluan-inti-penutup, namun penerapan mind mapping belum optimal serta tidak sepenuhnya selaras dengan modul guru. Penilaian pengetahuan dan keterampilan melalui tugas, sedangkan sikap melalui kehadiran.","Jurnal Kurikula : JurnalPendidikan Volume 9 No 2 Tahun 2025 140-145   \nP-ISSN 2548-6063  \nKURIKULA: JURNAL PENDIDIKAN VOLUME: 9 NO: 2 TAHUN 2025  \n[https://ejournal.iaingawi.ac.id/index.php/kurikula/ind ex](https://ejournal.iaingawi.ac.id/index.php/kurikula/ind ex)  \nE-ISSN 2746-4903  \nIMPLEMENTASI MODEL MIND MAPPING DALAMPEMBELAJARAN SEJARAH PADA PESERTA DIDIKKELAS X SMAN 3 PONTIANAK  \nPurnama Dewi 1, Andang Firmansyah2, Haris Firmansyah3  \nUniversitas Tanjungpura 1 Indonesia  \nUniversitas Tanjungpura2 Indonesia  \nUniversitas Tanjungpura3 Indonesia  \n[Email](Email: Purnamadewi55555@gmail.com)[:](Email: Purnamadewi55555@gmail.com)[ ](Email: Purnamadewi55555@gmail.com)[Purnamadewi55555@gmail.com](Email: Purnamadewi55555@gmail.com)  \nEmail: [andan.firmansyah@fkip.untan.ac.id](andan.firmansyah@fkip.untan.ac.id)  \n[Email:](Email: Harisfirmansyah@untan.ac.id)[ ](Email: Harisfirmansyah@untan.ac.id)[Harisfirmansyah@untan.ac.id](Email: Harisfirmansyah@untan.ac.id)  \nArticle history Submitted Accepted Published  \n17/12/2024 28/03/2025 30/03/2025  \nABSTRACT This research was conducted to investigate how the mind mapping model is applied in history learning for tenth-grade students at SMAN 3 Pontianak. The type of research used in this study is qualitative descriptive research. The informants in this study are history teachers, tenth-grade students, and the curriculum representative. Data collection techniques using observation, interviews, and documentation. Data analysis techniques consist of data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that: First, the planning of history lessons conducted by the teacher includes the preparation of teaching materials in the form of teaching modules, teaching materials, and lesson content. Secondly, the implementation of history learning consists of introductory, core, and closing activities. Learning activities using the mind mapping model have not been optimal, as they do not align with the teaching modules previously prepared by the teacher. Thirdly, the assessment of history learning in terms of knowledge and skills is conducted through assigned tasks, while the attitude aspect is evaluated through attendance.  \nKey Words: Implementation, History Learning, Mind Mapping Model  \nABSTRAK Penelitian ini bertujuan untuk mendeskripsikan penerapan model mind mapping dalam pembelajaran sejarah oleh peserta didik kelas X di SMA Negeri 3 Pontianak. Jenis penelitian yang dilakukan dalam penelitian ini termasuk dalam kategori deskriptif kualitatif. Guru sejarah, peserta didik kelas X, dan perwakilan dari kurikulum merupakan contoh informan dalam penelitian ini.Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Teknik analisis data meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Dari hasil penelitian ini terungkap bahwa: Pertama, melalui RPP Sejarah, penyusunan yang dilakukan guru meliputi penyusunan alatperaga berupa modul, bahan ajar, dan substansi pelajaran. Kedua, kegiatan pembelajaransejarah terdiri dari tiga komponen yaitu pendahuluan, kegiatan inti, dan penutup. Kegiatanpembelajaran sejarah melalui model mind mapping belum terlaksana secara optimal. Hal ini maka pendekatan tersebut tidak sesuai dengan modul pembelajaran yang telah disiapkansebelumnya oleh guru. Penilaian pembelajaran sejarah terdiri dari penilaian pengetahuan dan  \nketerampilan, sedangkan penilaian sikap berupa daftar hadir peserta didik yang telahditetapkan.  \nKata Kunci: Implementasi, Pembelajaran Sejarah, Model Mind Mapping  \nA. PENDAHULUAN  \nProses pembelajaran merupakan yang efektif berarti mempertimbangkan dan memanfaatkan setiap aspek secara optimal, seperti pemilihan model pembelajaran yang sesuai dengan kebutuhan. Model pembelajaran dapat dipandang sebagai hubungan timbal balik antara peserta didik dan guru di dalam kelas, yang dapat berupa strategi, metode , danteknik mengajar yang menjadi pedom","cbCaigizGd1YDKPo","https://ap.wps.com/l/cbCaigizGd1YDKPo","pdf",231708,6,"Indonesian","id",113,"# Pendahuluan\n## Konsep Model Pembelajaran dan Peranannya\n## Mind Mapping sebagai Alat Berpikir Kreatif\n## Manfaat Mind Mapping\n## Fokus Penelitian di SMAN 3 Pontianak","[{\"question\":\"Penelitian ini bertujuan untuk mendeskripsikan apa?\",\"answer\":\"Penelitian bertujuan mendeskripsikan penerapan model mind mapping dalam pembelajaran sejarah oleh peserta didik kelas X di SMA Negeri 3 Pontianak.\"},{\"question\":\"Bagaimana teknik pengumpulan data dalam penelitian ini?\",\"answer\":\"Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi.\"},{\"question\":\"Bagaimana hasil terkait pelaksanaan model mind mapping dalam pembelajaran sejarah?\",\"answer\":\"Pelaksanaan pembelajaran terbagi pendahuluan, kegiatan inti, dan penutup, tetapi penggunaan model mind mapping belum terlaksana optimal karena belum selaras dengan modul pembelajaran yang disiapkan guru.\"}]","KURIKULA: JURNAL PENDIDIKAN - 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