Bimbingan pengembangan bahan ajar tematik berbasis Mind-Mapping Plus

Abstract

Mind-mapping summaries are a creative way to
generate ideas, record what is learned, or plan new tasks. Mind
mapping is an excellent way to generate and organize ideas
before starting writing. Asking students to make mind maps
allows them to clearly and creatively identify what they have
learned or what they are planning. In mind maps, the brain's
working system is regulated naturally. Automatic work is also
in accordance with the nature of human thinking. Mind maps
make the human brain well explored, and work according to its
function. As it is known that the human brain consists of the
right brain and the left brain. In mind maps, both brain systems
are activated according to their respective portions. With a
combination of colors, images, and curved branches, it will be
visually stimulating so that information from mind-mapping is
easy to remember. This situation is very appropriate with
elementary school students. There are around 30 elementary
schools and around 200 teacher are known according to the
Education Offices data in Libureng District, Bone Regency in
2018. Based on preliminary observations of the implementation

of learning in several elementary schools, it was shown
that most schools conducted learning by not applying thematic
teaching materials with mind-mapping plus models. If it is
viewed from the aspect of education and the position status,
the teachers are generally classified as a graduate and has a
professional teacher certificate. However, they have not been
able to develop and apply mind-mapping plus based thematic
teaching materials in learning. The targets to be achieved in
this mentoring program were: (a) Elementary teachers in this
region have the knowledge to develop and apply mindmapping

plus thematic-based teaching materials according to
the demands of the 2013 curriculum; (b) have an in-depth
understanding of the curriculum content in determining KD
and the subject matter to be developed; (c) have the ability to
develop thematic teaching materials with mind-mapping plus
models, and (d) able to apply mind-mapping plus thematicbased

teaching materials in elementary schools. The methods
offered to resolve problems in the partner included: (a) Giving
a training program in regard to provide knowledge and skills
in developing mind-mapping plus thematic-based teaching
materials; (b) Giving a training program in regard to analyze
curriculum content to determine KD or subject matter with
mind-mapping mode; (c) Individual and group coaching
develops and implements mind-mapping plus-based thematic
teaching materials. The implementation of this PKM program
were: (a) Providing knowledge as many as 30 training
participants from this region have the ability to develop and
apply thematic teaching materials in accordance with the
requirements of the 2013 curriculum with good qualifications;
(b) Produce mind-mapping based thematic teaching materials
as a realization of the 2013 curriculum with good
qualifications; (c) Producing thematic learning tools for the
learning needs of each school with good qualifications; and (d)
Teachers in this region have an in-depth understanding of
studying curriculum content in determining mind-mapping
flus-based teaching materials. Based on the results of the
program, it was suggested: (1) The teacher who already done
the training program are expected to encouraged other
teachers' to gain understanding and ability to develop mindmapping

plus thematic teaching materials, and (2) The
elementary school teachers in Libureng District are expected
to work together with the Education Sciences major of
Makassar State University.