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Hasil menunjukkan peningkatan nilai rata-rata dari 56,1 pada pra-siklus menjadi 70,8 pada Siklus I, lalu 84,5 pada Siklus II, serta kenaikan ketuntasan dari 30% menjadi 56,6% dan akhirnya 90%. Selain aspek akademik, tampak peningkatan antusiasme, keterlibatan, kemampuan mengingat, menghubungkan konsep, serta kolaborasi saat diskusi.",{"@graph":14,"@context":72},[15,34,55],{"@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/application-of-the-mind-map-learning-model-to-improve-map-material-understanding-for-grade-v-elementary-students/234133/",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/application-of-the-mind-map-learning-model-to-improve-map-material-understanding-for-grade-v-elementary-students/234133.png","ImageObject",442,249,{"name":42,"@type":43},"Lute","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-09-22","2026-09-10",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Apa tujuan penelitian ini?","Question",{"text":62,"@type":63},"Penelitian ini bertujuan meningkatkan pemahaman siswa terhadap materi peta pada pelajaran IPS menggunakan model pembelajaran Mind Map.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Bagaimana desain penelitian dan tahapan kegiatannya?",{"text":67,"@type":63},"Penelitian menggunakan Penelitian Tindakan Kelas dengan dua siklus, masing-masing meliputi perencanaan, tindakan, observasi, dan refleksi.",{"name":69,"@type":60,"acceptedAnswer":70},"Apa indikator keberhasilan yang meningkat setelah penerapan Mind Map?",{"text":71,"@type":63},"Nilai rata-rata kelas dan persentase ketuntasan minimal (KKM) meningkat, disertai peningkatan antusiasme belajar, keterlibatan siswa, kemampuan mengingat serta menghubungkan konsep.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},234133,1790119155,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,99,103,107,111],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":4,"slug":86},178,"Faktur","faktur",{"id":88,"doc_module":22,"doc_module_name":25,"category_name":89,"show_sort_weight":4,"slug":90},192,"Formulir","formulir-192",{"id":92,"doc_module":22,"doc_module_name":25,"category_name":93,"show_sort_weight":4,"slug":94},180,"Media Sosial","media-sosial",{"id":96,"doc_module":22,"doc_module_name":25,"category_name":97,"show_sort_weight":4,"slug":98},179,"Poster","poster",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":4,"slug":102},176,"Presentasi","presentasi",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":4,"slug":106},177,"Resume","resume",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":4,"slug":110},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":112,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":4,"slug":113},183,"umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":81,"data":115},{"doc_id":78,"user_id":116,"nickname":42,"user_avatar":117,"doc_module":22,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":118,"file_id":119,"file_url":120,"file_type":121,"file_size":122,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":124,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":125,"faqs":126,"seo_title":127,"seo_description":12,"update_tm":128,"read_time":30},137454149569,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD  \nNaili Azkiya Sari1*, Reza Fandi Tyasari2, Syailin Nichla Choirin Attalina3  \n1-3 Universitas Islam Nahdlatul Ulama Jepara, Indonesia  \nEmail: [221330001068@unisnu.ac.id](221330001068@unisnu.ac.id1)[1](221330001068@unisnu.ac.id1), [221330001129@unisnu.ac.id](221330001129@unisnu.ac.id2)[2](221330001129@unisnu.ac.id2) , [syailin@unisnu.ac.id](syailin@unisnu.ac.id3)[3](syailin@unisnu.ac.id3)  \nAlamat: Jl. Taman Siswa No.09 Tahunan, Jepara, Jawa Tengah  \nKorespondensi penulis: [221330001068@unisnu.ac.id](221330001068@unisnu.ac.id) *  \nAbstrak. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students'comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56. 6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.  \nKeywords: Critical thinking; Learning model; Mind map; Social studies; Spatial understanding  \nAbstrak. Penelitian Tindakan Kelas ini bertujuan untuk meningkatkan pemahaman siswa terhadap materi petadalam pelajaran ilmu pengetahuan sosial dengan menggunakan model pembelajaran Peta Pikiran. Penelitian ini dilakukan di SD Negeri 1 Damarjati dengan siswa kelas lima sebagai subjek. Penelitian ini terdiri dari dua siklus, yang masing-masing terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Metode yang digunakanuntuk mengumpulkan data adalah tes, observasi, wawancara, dan dokumentasi. Pada pra-siklus, siswa menunjukkan pemahaman yang terbatas terhadap materi peta, sebagaimana tercermin dalam nilai ujian dan partisipasi kelas mereka. Temuan tersebut mengungkapkan peningkatan yang signifikan dalampemahaman siswasetelah penerapan model pembelajaran Peta Pikiran. Nilai rata-rata kelas meningkat dari 56,1 pada pra-siklus menjadi 70,8 pada Siklus I, dan selanjutnya meningkat menjadi 84,5 pada Siklus II. Selain itu, persentase siswayang mencapai kriteria ketuntasan minimal (KKM) juga meningkat secara signifikan—dari 30% pada pra-siklus menjadi 56,6% pada Siklus I, dan kemudian menjadi 90% pada Siklus II. Peningkatan tersebut tidak hanya terjadipada prestasi akademik, tetapi juga pada antusiasme belajar, keterlibatan siswa, dan kemampuan mengingat sertamenghubungkan konsep. Model pembelajaran Peta Pikiran membantu siswa memvisualisasikan hubungan an","cbCaiiuvbQqXufxA","https://ap.wps.com/l/cbCaiiuvbQqXufxA","pdf",1017351,9,"Indonesian","# Latar Belakang\n## Konteks Pendidikan Dasar dan Pemahaman Materi Peta\n## Kebutuhan Model Pembelajaran yang Efektif\n## Mind Mapping sebagai Teknik Visual Terstruktur","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Penelitian ini bertujuan meningkatkan pemahaman siswa terhadap materi peta pada pelajaran IPS menggunakan model pembelajaran Mind Map.\"},{\"question\":\"Bagaimana desain penelitian dan tahapan kegiatannya?\",\"answer\":\"Penelitian menggunakan Penelitian Tindakan Kelas dengan dua siklus, masing-masing meliputi perencanaan, tindakan, observasi, dan refleksi.\"},{\"question\":\"Apa indikator keberhasilan yang meningkat setelah penerapan Mind Map?\",\"answer\":\"Nilai rata-rata kelas dan persentase ketuntasan minimal (KKM) meningkat, disertai peningkatan antusiasme belajar, keterlibatan siswa, kemampuan mengingat serta menghubungkan konsep.\"}]","Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD | PDF",1789083961]