ANALISIS MODEL PEMBELAJARAN MIND MAPPING PADA MATA PELAJARAN IPAS SISWA KELAS IV SEKOLAH DASAR

Rotua Hernawati Siringo-ringo; Antonius Remigius Abi; Darinda Sofia Tanjung; Reflina Sinaga; Bogor Lumbanraja

doi:10.24114/%sejpgsd16i3.68055

ANALISIS MODEL PEMBELAJARAN MIND MAPPING PADA MATA PELAJARAN IPAS SISWA KELAS IV SEKOLAH DASAR

Authors

Rotua Hernawati Siringo-ringo

Unika Santo Thomas
Antonius Remigius Abi

Unika Santo Thomas
Darinda Sofia Tanjung

Unika Santo Thomas

https://orcid.org/0000-0002-4464-6060 (unauthenticated)
Reflina Sinaga

Unika Santo Thomas
Bogor Lumbanraja

Unika Santo Thomas

DOI:

https://doi.org/10.24114/%25sejpgsd16i3.68055

Keywords:

Mind Mapping, Social Science Learning, Elementary School Students

Abstract

This study aims to explore the implementation of the Mind Mapping learning model in IPAS (Integrated Natural and Social Sciences) instruction, specifically on the topic of plant reproduction, in Grade IV at SD Negeri 064987 Sisingamangaraja, Medan. The research employed a qualitative method with a case study approach. Data were collected through observation, in-depth interviews, and documentation, with triangulation used as a data validation technique. The findings indicate that the systematic application of Mind Mapping—through the stages of planning, implementation, and evaluation—effectively enhances conceptual understanding, learning motivation, and active student engagement in the learning process. This model facilitates the hierarchical and visual organization of information, making it easier for students to construct knowledge creatively and collaboratively. Supporting factors include the availability of visual infrastructure, systematic material structure, and positive student responses to visual learning media. Challenges encountered include time constraints, differences in learning styles, and the complexity of visual design that teachers need to master. Overall, Mind Mapping proves to be effective in developing higher-order thinking skills (HOTS), strengthening intrinsic motivation, and fostering students’ social competence. The implementation of this model aligns with 21st-century learning principles that emphasize the integration of creativity, communication, and visual literacy, making it a recommended innovative alternative for IPAS instruction in primary schools.

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Published

2026-09-29

Issue

Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED

Section

Articles

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