ABSTRAK
Tujuan penelitian ini yaitu: (1) mendeskripsikan langkah-langkah penerapan model mind map, (2) meningkatkan hasil belajar IPS melalui penerapan model mind map, (3) mendeskripsikan kendala dan solusi penerapan model mind map dalam peningkatan hasil belajar IPS pada siswa kelas IV SD Negeri 1 Sokawera Tahun Ajaran 2014/2015.
Penelitian Tindakan Kelas (PTK) kolaboratif ini dilaksanakan dalam 3 siklus, yang terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Teknik pengumpulan data berupa observasi, wawancara, dan tes. Subjek penelitian adalah 25 siswa kelas IV SD Negeri 1 Sokawera tahun ajaran 2014/2015. Sumber data penelitian ini adalah siswa kelas IV, guru, observer, dan dokumen. Validitas data pada penelitian ini menggunakan triangulasi sumber dan triangulasi teknik.
Hasil penelitian menunjukkan bahwa: (1) model mind map menggunakan langkah-langkah sebagai berikut: tinjauan menyeluruh (penyampaian materi pokok pelajaran yang akan dipelajari), tinjauan awal (memperhatikan konsep materi yang diajarkan melalui peta pikiran), tinjauan mendalam (proses belajar dengan membahas materi secara detail dan rinci), kemudian tinjauan ulang, meninjau hal-hal penting dari materi dan perlu diingat oleh siswa, (2) penerapan model mind map dapat meningkatkan hasil belajar IPS pada siswa kelas IV SD Negeri 1 Sokawera Tahun Ajaran 2014/2015 yang dibuktikan dengan meningkatnya nilai siswa, yaitu pada pratindakan belum ada yang mencapai KKM (75) dari 25 siswa, siklus I 36% dengan rata-rata 64,13. Siklus II 60% dengan rata-rata 74,6, dan siklus III 84% dengan rata-rata 87,8. (3) kendala yang dihadapi dalam penerapan model Mind Map dalam peningkatan hasil belajar IPS pada siswa kelas IV SD Negeri 1 Sokawera Tahun Ajaran 2014/2015 yaitu: (a) sumber belajar terbatas, (b) guru kurang memperhatikan siswa pasif, (c) kurangnya pemberian motivasi dan pemusatan perhatian, (d) siswa kurang semangat, (e) siswa pasif dalam menanya dan  berpendapat, (f) ukuran kertas pembuatan peta pikiran kecil. Solusi dari kendala tersebut yaitu: (a) memperbanyak sumber belajar di perpustakaan dan lingkungan, (b) adil pada siswa aktif dan pasif, (c) lebih banyak memberikan motivasi dan pemusatan perhatian siswa, (d) guru memberi penguatan pada siswa, (e) siswa harus lebih berani terlepas benar atau salah dan guru memancing dengan reward, (f) guru atau siswa mempersiapkan kertas dengan ukuran lebih besar.
Kesimpulan penelitian ini adalah penerapan model mind map dapat meningkatkan hasil belajar siswa pada siswa kelas IV SD Negeri 1 Sokawera Tahun Ajaran 2014/ 2015.
Katakunci: mind map, hasil belajar, ips
ABSTRACT
The objectives of this research are: (1) to describe the application of Mind Map model, (2) to improve social science learning outcomes by using Mind Map, and (3) to describe the problems and solutions in the application of Mind Map model to improve social science learning outcomes for the fourth grade students of SDN 1 Sokawera in the academic year of 2014/2015.  
This research is collaborative Classroom Action Research (CAR) conducted within three cycles, consisted of planning, implementation, observation and reflection on each cycle. The techniques of collecting data in this research were observations, interviews, and tests. Subjects of the research were 25 students of the fourth grader. Sources of data in this study were derived from students, teachers, observers, and documents. Validity of data used triangulation technique and triangulation source.
The results of this research show that: (1) the application of Mind Map implemented through four steps, namely: preparation stage consisting of giving exercising and knowledges about mind map, implementation stage consisting of giving all materials, inview stage consisting of evaluating materials by using mind map, in-depth review consisting of discussing materials in detail and specific, and then overview stage consisting of reviewing important materials in detail and specific; (2) the application of Mind Map model can improve social science learning outcomes for the fourth grade students of SDN 1 Sokawera in the academic year of 2014/2015. It was evidenced by the increase of students learning outcomes and in the pre-action, from 25 students there was no students passed minimum completeness criteria (75). The percentage of score in the first cycle was 36% with average 64.13; in the second cycle was 60% with average 74.6; and in the third cycle was 84% with average 87.8, (3) the problems in the application of Mind Map model in improving social science learning outcomes for the fourth grade students of SDN 1 Sokawera in the academic year of 2014/2015, namely: (a) limited resource, (b) the teacher did not pay attention to passive students, (c) lack of giving motivation and concentration, (d) the students were less enthusiasm, (e) paper size to make mind map was small. Solutions to solve these problems, namely: (a) studying in library, (b) be fair with active and passive students, (c) give more motivation and concentration to students, (d) the teacher gives reward for students, and (e) prepare bigger size of paper.
The conclusion of this research is the application of Mind Map model can improve social science learning outcomes for the fourth grade students of SDN 1 Sokawera in the academic year of 2014/2015.
Keywords: mind map, learning outcomes, social science