Abstract
Mind mapping is a method that can optimize students' memory, because it uses images, lines, colors, and symbols that can stimulate the child's double senses, in addition mind mapping can also maximize their brain abilities. The purpose of this study was to find out the influence of mind map method on the memory of learners in thematic learning in class IV MI Ma'arif NU 02 Tamansari. This research is a type of pre-experimental research conducted with the design of one group pretest posttest. The population in this study was all students in grade IV MI Ma'arif NU 02 Tamansari. Data collection techniques used in the form of observation, interviews, tests, and documentation. Test instruments use a type of short fill test that has been through the analysis of validity and reliability. Data analysis techniques use prerequisite test analysis in the form of normality and homogeneity test, and hypothesis test using statistical test paired sample t test. The results showed that the mind map method affects the memory of learners. This was demonstrated by Sig. (2-tailed) t test result with a significance of 0.000 less than 0.05. So, Ha was accepted and H0 was rejected, meaning that the mind map method affects the memory of the learners.
Highlights
Efforts to update and extend the quality of education are carried out in thematic learning
Student-centered, gaining direct experience in learning, thematic learning adheres to the principles of PAKEM learning, not very clear in the separation between subjects, subjects are provided with various material concepts, thematic learning is flexible, learning outcomes are interested and the desire to be adjusted to the students are the characteristics of thematic learning in the learning model at the SD / MI education level (Rusman, 2011)
RESEARCH RESULTS AND DISCUSSION The initial stage carried out to determine the effect of treatment in this study was to conduct an initial ability test. This test is done by pretesting the students
Summary
Efforts to update and extend the quality of education are carried out in thematic learning. Student-centered, gaining direct experience in learning, thematic learning adheres to the principles of PAKEM learning, not very clear in the separation between subjects, subjects are provided with various material concepts, thematic learning is flexible (elastic), learning outcomes are interested (hobby) and the desire (needs) to be adjusted to the students are the characteristics of thematic learning in the learning model at the SD / MI education level (Rusman, 2011). Learning these subjects is a learning method that deliberately connects several aspects in the curriculum and between disciplines. Through this integration, students will get complete knowledge and skills, so that learning becomes meaningful for students (Majid, 2004).
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