Devie Tiara Nisa, 3101418065 (2022) EFEKTIVITAS PENGGUNAAN MIND MAPPING PADA PEMBELAJARAN SEJARAH TERHADAP MINAT BELAJAR SEJARAH PADA SISWA KELAS XI SMA TEUKU UMAR SEMARANG TAHUN PEMBELAJARAN 2021/2022. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

History study so requires pleasant learning methods that it will make students more interested in history and have a keen interest in learning history. The use of the mind mapping will involve images, colors of symbols that will draw students' attention so that students when studying history will not feel and the use of the mind mapping will make students easier to understand the lesson material. The purpose of this study is to learn the effectiveness of the use of the mind mapping of the interest to learn history in the xi school students teuku umar semarang. The study used an expost facto quantitative approach. This research sample is sophomores ips 2. Data collection techniques use questionnaires and tests using validity tests and reablility tests. In this study, using descriptive analysis and prerequisite test. The prerequisite test of normality tests, linearity tests, as for the hypothetical tests used in the study are simple, linear, and coefficient correlation analysis tests. Studies show that the application of mind mapping has affected the interest to study history. Proven by the results of a simple linear regression analysis that had a degree of significance of 0.01 < 0.05. So ha is accepted and h0 denied, and so the significant use of the mind mapping affects the interest in learning history. A coefficient data analysis of correlations shows that r square is 0.255, which suggests that the effectiveness of mind mapping's study of history is 25.5% while the remaining 74.5% comes from other unexamined factors. Research results can be deduced to the effectiveness of low mind mapping and the interest in learning history falls into low categories. Suggestion: 1. Teachers when using the mind mapping has to focus on students and materials made as interesting as possible in this way students' study interests will be motivated. 2. Whereas the use of mind mapping requires great focus on students, teachers must be able to monitor the learning curve closely. 3. It is expected that next time researchers do direct learning because the effectiveness of mind mapping's use causes more to students when learning is done face-to-face. 4. It is hoped that other researchers can develop the effectiveness of the use of the mind mapping not only for the study of interest but for the study so far that it can affect the quality of learning both in its learning and in student achievement.

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