Penelitian Pendidikan

Abstrak
The application of mind mapping method through class VIII-A action research at SMara 3 Sukaraja showed an improvement in the quality of the learning process of writing short stories. Percentage of activity, attention, concentration, interest and motivation of students in learning to write short stories that have increased in each cycle. In the first cycle active students amounted to 41.2%, students with attention and concentration of 53%, and students who were interested and motivated by 50%. In the second cycle active students amounted to 92%, students with attention and concentration of 100%, and students who were interested and motivated by 100%. In addition, the application of mind mapping methods can encourage teachers to be more skilled at managing classes. The average writing value of students who experienced an increase in each cycle, namely the first cycle of 71.65; and cycle II is 76.88. However, this method is less effective if used by students who are classified as "slow learners" and have no interest at all in writing learning.
Penerapan metode peta pikiran (mind mapping) melalui penelitian tindakan kelas di VIII-A SMPN 3 Sukaraja memperlihatkan peningkatan kualitas proses pembelajaran menulis cerpen. Persentase keaktifan, perhatian, konsentrasi, minat dan motivasi siswa dalam pembelajaran menulis cerpen yang mengalami peningkatan dalam tiap siklusnya. Pada siklus I siswa yang aktif sebesar 41,2%, siswa yang perhatian dan konsentrasi sebesar 53 %, dan siswa yang berminat dan termotivasi sebesar 50%. Pada siklus II siswa yang aktif sebesar 92%, siswa yang perhatian dan konsentrasi sebesar 100%, dan siswa yang berminat dan termotivasi sebesar 100%. Di samping itu, penerapan metode peta pikiran (mind mapping) dapat memacu guru lebih terampil mengelola kelas. Nilai rata-rata menulis siswa yang mengalami peningkatan pada tiap siklusnya, yaitu siklus I sebesar 71,65; dan siklus II sebesar 76,88. Akan tetapi, metode ini kurang efektif jika digunakan oleh siswa yang tergolong “slow learner” dan tidak memiliki minat sama sekali dalam pembelajaran menulis.