Vega Nofita Sari, Mira Azizah, Suyitno Suyitno

PENGEMBANGAN BUKU AJAR MENULIS TEKS EKSPLANASI MENGGUNAKAN METODE MIND MAPPING PADA KELAS 6 TEMA 3 DI SD NEGERI PUDAK PAYUNG 01

Introduction

Pengembangan buku ajar menulis teks eksplanasi menggunakan metode mind mapping pada kelas 6 tema 3 di sd negeri pudak payung 01. Pengembangan buku ajar menulis teks eksplanasi dengan metode mind mapping untuk kelas 6 SD. Penelitian ini menguji kelayakan & kepraktisan materi pembelajaran.

Abstract

Tujuan dari penelitian ini adalah Mengetahui langkah penyusunan buku ajar menulis teks eksplanasi menggunakan model mind mapping pada kelas 6 tema 3 di SD Negeri Pudak Payung 01, selain itu untuk mengetahui kelayakan buku ajar menulis teks eksplanasi bagi guru menggunakan model Mind Mapping sebagai alat bantu pada kelas 6 tema 3 di SD Negeri Pudak Payung 01 dan untuk mengetahui kepraktisan buku ajar menulis teks eksplanasi bagi peserta didik menggunakan model Mind Mapping pada kelas 6 tema 3 di SD Negeri Pudak Payung 01.Jenis penelitian ini adalah penelitian dan pengembangan atau bisa disebut dengan Research and Development (RnD). Prosedur penelitian dan pengembangan ini melakukan penerapan prosedur ADDIE. Model ini terdiri dari lima tahapan utama sesuai dengan singkatannya yaitu (A)nalysis, (D)esain, (D)evelopment, (I)mplementation, dan (E)valuation. Kelima tahapan ini dalam model ADDIE diterapkan secara sistematis dalam desain pembelajaran. Berdasarkan hasil penelitian dan pengembangan buku ajar menulis teks eksplanasi menggunakan metode mind mapping kelas 6 tema 3 di SD Negeri Pudak Payung 01 dapat disimpulkan bahwa produk buku ajar menulis teks eksplanasi menggunakan metode mind mapping pada kelas 6 tema 3 di SD Negeri Pudak Payung 01. buku ajar menulis teks eksplanasi menggunakan metode mind mapping ini mencakup cover, daftar isi, kompetensi dasar, materi pembelajaran, Latihan soal dan daftar pustaka. Buku ajar menulis teks eksplanasi menggunakan metode mind mapping menghasilkan nilai dari ahli materi dan ahli media sebesar 100%.Buku ajar menulis teks eksplanasi menggunakan metode mind mapping memperoleh respon guru sebesar 85%. Berdasarkan hasil tersebut maka, buku ajar menulis teks eksplanasi menggunakan metode mind mapping dapat diterima peserta didik dalam pembelajaran

Review

This study presents an important endeavor in developing instructional materials, focusing on a textbook for writing explanatory texts for 6th-grade students, integrating the Mind Mapping method. The objectives are clearly articulated: to detail the development process, assess the feasibility for teachers, and determine the practicality for students at SD Negeri Pudak Payung 01. The choice of topic is pertinent, addressing a fundamental skill in language education (writing explanatory texts) and employing an innovative pedagogical strategy (Mind Mapping), which holds promise for enhancing student engagement and comprehension. The research design, a Research and Development (RnD) approach utilizing the systematic ADDIE model (Analysis, Design, Development, Implementation, Evaluation), suggests a structured and thorough methodological framework for product development. The abstract outlines the methodological progression through the ADDIE stages, culminating in the description of the developed textbook's components, which include essential elements such as basic competencies, learning materials, and exercises. Key findings highlight robust initial validation: the textbook received a perfect 100% score from both material and media experts, indicating high quality and instructional design soundness from a professional standpoint. Furthermore, the abstract reports a positive teacher response rate of 85%, suggesting favorable reception and perceived utility by educators. The study concludes that the textbook is acceptable for student learning. However, while the abstract states the objective to determine student practicality, the specific data supporting this conclusion, beyond "can be accepted by students," is not explicitly detailed, making it challenging to fully gauge how student practicality was measured or the extent of student engagement/performance data. Overall, this research contributes a potentially valuable resource for elementary school educators, particularly in fostering writing skills through an interactive methodology. The strong expert validation and positive teacher feedback are significant strengths, underscoring the potential for the textbook to be a high-quality and well-received instructional tool. To strengthen the overall impact, the full paper would benefit from elaborating on the specific metrics and results pertaining to student practicality, providing a clearer understanding of how "acceptance by students" was empirically determined. Further discussion on the observed pedagogical benefits or challenges during the implementation phase, even if preliminary, would also enhance the study's practical implications and offer a more comprehensive picture of the textbook's effectiveness in a real classroom setting.

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