The Implementation of Mind Mapping to Improve Science Learning Creativity of Grade V Students at Primary School
DOI:
https://doi.org/10.36232/primadona.v2i01.3988Keywords:
mind mapping, learning creativity, science education, post-test only control design, elementary schoolAbstract
This study aims to examine the effect of implementing the Mind Mapping learning model on improving students' science (IPA) learning creativity in Grade V at SD YPK 2 Kampung Baru. The research employed a quantitative experimental approach with a Post-test Only Control Group Design involving two groups: an experimental group receiving the Mind Mapping treatment and a control group taught through conventional lecture-based methods. The research sample comprised 20 students (10 boys and 10 girls) selected through saturated sampling, given that the total population was below 100. Research instruments consisted of student activity observation sheets, teacher activity observation sheets, and performance tests. Instrument validity was verified through expert judgment by a PGSD lecturer at UNIMUDA Sorong. Reliability was assessed using Cronbach's Alpha, yielding coefficients of 0.077 (experimental class) and -0.871 (control class). Prerequisite analysis revealed normal data distribution (Kolmogorov-Smirnov Sig. = 0.200 > 0.05) and homogeneous variance across groups (Levene's Test Sig. = 0.386 > 0.05). Independent Sample t-Test results showed Sig. (2-tailed) = 0.000 < 0.05, with the experimental group mean (M = 15.10) significantly exceeding the control group mean (M = 11.90). H₀ is rejected and H₂ is accepted. It is concluded that the Mind Mapping learning model has a statistically significant positive effect on science learning creativity in Grade V students at SD YPK 2 Kampung Baru.
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