Development of Mind Mapping Pocket Book in Quadrangular Materials to Improve Self Regulated Learning of Grade VII Junior High School Students

Abstract

This research is a development research that aims to determine the validity, practicality, effectiveness of learning media using mind mapping pocket books in quadrangular material to improve self-regulated learning of class VII students of SMP Negeri 7 Madiun. The type of research used in this study is Research and Development (R&D) with the ADDIE model which consists of five steps, namely: 1)analyze, 2)design, 3)development, 4)implementation, and 5)evaluation. The research subjects consisted of two types, namely the limited test subjects with 6 students from VII-B class and field trial subjects with 32 students from VII-G class. The research instruments used were learning media validation sheets (validity aspects), student response questionnaires (practical aspects), learning outcomes tests (effectiveness aspects), N-gain tests (increased self regulated learning) The results of this study were: 1) Learning media mind mapping pocket books in quadrangular meet high validity criteria with an average value of 88.89%, 2) pocket book learning mind mapping media in quadrangular meet high practicality criteria with an average value of 4.28 in limited trials and 4,21 in field trials, 3) mind mapping pocket book learning media in quadrangular material fulfills the effectiveness criteria percentage of students completing learning by 93.75%, and 4) Pocket book mind mapping learning media on quadrangular material can improve self regulated learning students with the results of the N-Gain average of 70.49.

Development Mind Mapping-Based Pocket Book Learning Media to Improve Student Learning Outcomes

“…The first factor is the fact that the pocket book learning media has been approved for validity by professionals, making it suitable for use in thematic learning to develop learning outcomes. This is in line with Hilmiyah's opinion which states that valid learning media can facilitate learning appropriately so that learning objectives are achieved (Hilmiyah et al, 2020). The second factor, referring to students' responses to the effectiveness test in general, students gave a positive response to the implementation of learning media, especially in pocket books based on mind mapping, the learning atmosphere in class, the way the teacher teaches, the language in the media, the suitability of the test with the material being taught, and the convenience in understanding the thematic material which obtained a percentage of 98%.…”

Pengembangan Bahan Ajar Ekonomi Berbasis Problem Based Learning Dalam Bentuk Buku Saku Digital

“…Artinya, buku saku digital berbasis Problem Based Learning (PBL) dapat dinyatakan valid dan sangat layak digunakan dalam proses pembelajaran. Hal ini sejalan dengan penelitian terbatas oleh (Hilmiyah, Krisdiana, Susanti, & Andari, 2020) berjudul "Development of Mind Mapping Pocket Book in Quadrangular Materials to Improve Self Regulated Learning of Grade VII Junior High School" yang memperoleh rata-rata presentase kelayakan sebesar 88,89% dengan criteria "sangat layak". Penelitian lain dilakukan oleh (Agustina, Lubis, & Putra, 2019) yang berjudul "Pocket Book of English for Graphic Technique as Learning Resource and Medium of English for Graphic Technique Course" dengan memperoleh skor rata-rata sebesar 4,61 atau setara dengan 92,2% sehingga buku saku yang dikembangkan sangat layak digunakan dalam pembelajaran.…”

Student facilitator and explaining dengan mind mapping: efek pada hasil dan minat belajar

“…Mind mapping memiliki kelebihan yaitu dapat mengemukakan pendapat secara bebas, catatan lebih padat dan jelas, lebih mudah mencari catatan jika diperlukan, dapat bekerjasama dengan teman lainnya, catatan lebih fokus pada inti materi, mudah melihat gambaran keseluruhan, membantu dalam mengingat, membandingkan dan membuat hubungan (Kurniawati, Suyatmini, & Sudarto, 2010). Selain itu mind mapping dapat mendorong kemampuan regulasi diri peserta didik (Hilmiyah, Krisdiana, Susanti, & Andari, 2020). Mind mapping terdiri dari cabang-cabang yang merupakan bagian dari suatu pokok bahasan.…”