<α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. After learning is given then in both classes posttest is conducted. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.īased on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class consisted of 34 students and the control class consisted of 36 students. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The population in this study were all fifth grade students of class V. This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design.
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This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. One learning technique that can improve poetry writing skills is mind mapping techniques.
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This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. This research is motivated by the low writing skills of poetry.