PERBANDINGAN EFEKTIVITAS PENGGUNAAN MEDIA MIND MAP DENGAN VIDEO UNTUK MENINGKATKAN KEMAMPUAN SISWA TERHADAP PENGUASAAN MATERI PAI

• Main Author: Iis Kartika, - (Author)
• Format: Book
• Published: 2019-12-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44242/1/S_IPAI_1506632_Tittle.pdf; http://repository.upi.edu/44242/2/S_IPAI_1506632_Chapter1.pdf; http://repository.upi.edu/44242/3/S_IPAI_1506632_Chapter2.pdf; http://repository.upi.edu/44242/4/S_IPAI_1506632_Chapter3.pdf; http://repository.upi.edu/44242/5/S_IPAI_1506632_Chapter4.pdf; http://repository.upi.edu/44242/6/S_IPAI_1506632_Chapter5.pdf; http://repository.upi.edu/44242/7/S_IPAI_1506632_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education

Penelitian ini dilatarbelakangi oleh minimnya pemanfaatan dan penggunaan media oleh guru PAI dalam pembelajaran di sekolah sehingga peserta didik merasa jenuh dan kurang bersemangat dalam mengikuti pembelajaran, serta belum banyaknya hasil penelitian tentang efektivitas penggunaan mind map dan video dalam pembelajaran PAI terutama pada materi ṭhaharah. Penelitian bertujuan untuk menguji efektivitas penggunaan kedua media tersebut dalam meningkatkan kemampuan siswa terhadap penguasaan materi PAI. sehingga mampu menjadi solusi atas permasalahan di atas. Penelitrian ini menggunakan pendekatan kuantitatif, metode eksperimen, kategori quasi eksperimen, dengan jenis nonequivalent control group design. Sampelnya tergolong nonprobablty sampling jenis purposive sampling. Pengumpulan datanya diperoleh melalui tes objektif pilihan ganda, pengamatan dan dokumentasi. Sedangkan teknik analisis data yang digunakan adalah analisis deskriptif dan inferensial dengan menguji normalitas, homogenitas terlebih dahulu, kemudian menguji perbedaan dua rata-rata, dan gain ternormalisasi pada kedua kelompok sampel. Hasil penelitian menunjukkan bahwa penggunaan media mind map dan video sama-sama berpengaruh terhadap peningkatan penguasaan materi. Pada kelas eksperimen peningkatan sebesar 27, dan kelas kontrol sebesar 22. Gain kelas eksperimen 0,52 dan kelas kontrol 0,41, kedua-duanya termasuk dalam kategori sedang (tidak berbeda). Adapun keunggulan-keunggulan media mind map; menarik, menyenangkan, mempermudah pemahaman, dan mempermudah pengamalan. Sedangkan media video; menarik, menyenangkan, menguatkan semangat belajar, mempermudah pemahaman, mempermudah penghayatan, dan mempermudah pemngamalan materi.---------This research is driven by the lack of utilization and use of media by PAI (Islamic Education) teachers on learning process in schools so that students feel bored and lack of enthusiasm in the learning process, and there were not many research results on the effectiveness of using mind maps and videos in PAI learning, especially in thaharah material. The research aimed to examine the effectiveness of the two medias utilization in improving student's ability towards understanding of PAI material. so that it can be a solution to the problems above. This research used a quantitative approach, an experimental method, a quasi-experimental category, with a type of nonequivalent control group design. The sample was classified as nonprobability sampling type of purposive sampling. Data collection was obtained through multiple choice objective tests, observations and documentation. While the data analysis technique used was descriptive and inferential analysis by testing normality, homogeneity first, then testing the difference of two averages, and normalized gain in the two sample groups. The results showed that the use of mind map and video media both had an effect on increasing the understanding of the material. In the experimental class the improvement was 27, and the control class was 22. The experimental class gain was 0.52 and the control class was 0.41, both included in the moderate category (not different). The advantages of mind map media; interesting, fun, simplify understanding, and facilitate practice. Whereas video media; interesting, fun, strengthen the eagerness of learning, facilitate understanding, facilitate apprehension, and facilitate the comprehension of material.