The Effect of Mind Mapping Learning Model on Student Cognitive Learning Outcomes in Natural Science Subjects in Grade IV Elementary School

This study aims to determine the effect of using the mind mapping learning model on the cognitive learning outcomes of students in the science subject of sound material. The results of this study indicate that; (1) There is an effect of student cognitive learning outcomes between the class that is given the mind mapping learning model and the class that is given direct learning on sound science subjects, the results of the hypothesis test show that the value of t_(count = ) 3.8330 > t_(table = ) 1.6786 for = 5% and dk = 46. (2) Mind mapping learning model has a high influence on students' cognitive learning outcomes on sound material, the result of calculating the effect size in this study is E_s=1.00 > 0.8 are high criteria. (3) There is a positive response to the mind mapping learning model, the results of the calculation of the percentage of student responses show an average of 84% in the very good category. Thus it can be concluded that the mind mapping learning model can affect students' cognitive learning outcomes and make it easier for students to understand the material. Abstract One of the interesting learning models and able to influence student learning outcomes is the mind mapping learning model. This study aims to determine the effect of using the mind mapping learning model on the cognitive learning outcomes of students in the science subject of sound material. This research was conducted at SD Negeri 12 Singkawang. The type of research used is quantitative with experimental methods. The research design used was a true experimental design with a posttest only control design. Samples were taken randomly, the number of each grouped into two classes, namely the experimental class using the mind mapping learning model and the control class using the direct learning model. The population in this study were all fourth graders of SD Negeri 12 Singkawang. The results of this study indicate that; > for = 5% and dk = 46. (2) The mind mapping learning model has a high influence on students' cognitive learning outcomes on sound material, the result of calculating the effect size in this study is > 0.8 which is a high criterion. (3) There is a positive response to the mind mapping learning model, the results of the calculation of the percentage of student responses show an average of 84% in the very good category. Thus it can be concluded that the mind mapping learning model can affect students' cognitive learning outcomes and make it easier for students to understand the material.


PRELIMINARY
Education is a conscious effort made by educators and students as well as interactions in growing their potential in the learning process. The implementation of teaching activities systematically and guided by the rules and educational plans is formed in a curriculum. Today, education in Indonesia has undergone various curriculum changes. Currently the curriculum used is an integrated or thematic-based curriculum and is known as the 2013 curriculum. Curriculum 2013, is a thematic curriculum that contains Basic Competencies (KD) and indicators of Core Competencies (KI) and several subjects are linked into a single unit in one theme. Inbasic education curriculum, scienceis one of the compulsory subjects given to students at the elementary school education level. Science is a human effort in understanding nature through observation, Mardiana Sari1,Siti Sarah 2 , Emi Sulistri 3 , Evinna Cinda Hendriana 4 The Effect of Mind Mapping Learning Model on Student Cognitive Learning Outcomes on Science Subjects Class IV SDN 12 Singkawang using procedures and explained by reasoning so as to get a conclusion (Susanto, 2013). Meanwhile, according toPrahita (2014), stated that science is a science that contains concepts related to nature as a result of experiments/experiments and observations. From what has been stated, it can be concluded that science is a subject in the form of concepts which can lead to scientific attitudes in students. This subject invites students to get to know nature more closely, through observation and experimentation (Octavianingrum, 2019).This method is an activity carried out so that students more easily understand science lessons. Thus, student learning outcomes will be obtained in accordance with the objectives to be achieved, especially cognitive learning outcomes. Cognitive learning outcomes are a domain that includes all brain activity (Sudaryono, 2012). The indicators to be achieved in this realm according to Benjamin S. Bloom, et al., (Arifin, 2014)covers; knowledge, understanding, application, analysis, synthesis and evaluation. Based on the results of research conducted byHadi (2019), Indonesia's achievements in the results of the 2015 Trend in International Mathematical and Science Study (TIMSS) conducted every 4 years, show that in the field of science, Indonesia is ranked 44th out of 49 countries, Indonesia's average score is 397 and far below the average. the international average is 500, so Indonesia's position is at a low level. Based on the results of pre-research conducted by researchers on Thursday, February 4, 2021 at SD Negeri 12 Singkawang in grade IV, it was found that students' understanding of the material was low, this situation had an impact on students' final grades. From the data from the analysis of the answers to the science test answers obtained from the fourth grade teacher, the students' science learning outcomes showed less than the KKM (Minimum Completeness Criteria) of 70 with an average value of 51 students, of all 24 students, 14 were known. students did not complete with a percentage of 58% and 10 students completed with a percentage of 42%. From these data it is clear that most of the students who did not complete were greater than the students who completed the science subjects in grade IV. In addition, learning activities are still teachercentered, the use of learning models that are less varied and interesting, the lack of student involvement in science learning activities makes students less enthusiastic in ongoing learning activities. So that the learning process activities are often not in accordance with the objectives. Referring to the problem above,success or failure of students in achieving learning objectives.Learning is a change in behavior that is obtained from a meaningful learning process. To create meaningful and fun learning, the teacher must be more creative in the process of interesting learning activities so that students better understand the subject matter. It is realized by changing the learning atmosphere and carrying out variations in learning by updating both models, methods, approaches and techniques in the learning process. One of the efforts that researchers can do in this study is to use a mind mapping learning model in the learning process. According toKurniasih (2015)Mind mapping is a note-taking technique that develops a visual learning style by combining and developing the working potential of the brain contained within a person. Also according toShoimin (2014), that mind mapping or mind mapping utilizes all parts of the brain by using an image so that an idea will appear. The brain will more easily remember an information in the form of images, symbols, colors and shapes. Meanwhile, according toOctavianingrum (2019), the mind mapping learning model is a brain-based learning model or intelligence with certain characteristics. It can be concluded that mind mapping or commonly called a mind map is a learning model using techniques to make it easier for students to express all their ideas or ideas in the form of a pattern that is interrelated into detailed branches. The mind mapping learning model is carried out in accordance with the steps that have been determined both systematically and planned so that the learning objectives can be achieved. This model is expected to influence and generate cognitive learning outcomes of students in Based on the description of the background, the researchers are interested in conducting research on "The effect of mind mapping learning models on students' cognitive learning outcomes in science subjects in class IV SDN 12 Singkawang". The formulation of the problem in this research is; (1) Are there differences in students' cognitive learning outcomes between classes that are given a mind mapping learning model and classes that are given direct learning?, (2) How much influence does the mind mapping learning model have on students' cognitive learning outcomes?, and (3) How do students respond to the mind mapping learning model?. This study aims to determine the effect of using the mind mapping learning model on the cognitive learning outcomes of students in the science subject of sound material. The theoretical benefit of this research is to develop scientific insight in the field of education, especially Elementary School Teacher Education (PGSD) which can help increase students' knowledge. While practically, this research is expected to provide benefits for students, teachers and principals.

RESEARCH METHODS
This research uses quantitative research with experimental methods. The research design used is a true experimental design with a posttest only control design. According toKurniawan (2018), this research design is used to measure the independent variables (independent) based on the treatment given.
Quantitative research contains data in the form of numbers and is analyzed using statistical calculations (Sugiyono, 2015). The place of research to be carried out is in class IV SD Negeri 12 Singkawang which is located at Jl. Trident Ex. Bukit Batu, Central Singkawang. The population in this study were all fourth grade students of SD Negeri 12 Singkawang. The sampling technique used is the cluster random sampling technique. The sample used is a member selected from the population randomly, that is, there are 24 students as a sample of the experimental class and the rest as a sample of the control class, totaling 24 students at SDN 12 Singkawang. Data collection techniques in the form of tests and non-tests. The instruments in this study contained questions about learning outcomes and student response questionnaire sheets that had been validated by 2 lecturers and 1 teacher.

RESULTS AND DISCUSSION Research result
Based on the results of research conducted regarding the influence of the mind mapping learning model on students' cognitive learning outcomes, it is obtained as follows: 1. Student cognitive learning outcomes The results of data collection carried out during the study at SD Negeri 12 Singkawang obtained post-test data from students in the form of scores from the class taught the mind mapping learning model for the experimental class and direct learning model for the control class on students' cognitive learning outcomes on sound material and characteristics. -Its class IV. The post-test questions given to students are in the form of test questions describing students' cognitive learning outcomes which contain four indicators, namely; (a) knowledge, (b) understanding, (c) application, and (4) analysis. After the data was analyzed, the average value, standard deviation, variance and the number of students in the experimental class and control class were obtained. For The recapitulation of the scores of the experimental and control class students is presented in the following form of bar chart 1:

Image 1. Student Grades Bar Chart
In the bar chart above, it is found that the average value of the experimental class is higher than the control class. While the standard deviation and variance in the experimental class is lower than the control class. So it can be seen that the post-test score data for the experimental class is different from the post-test score for the control class. Furthermore, to see the average post-test results of students' cognitive learning in the experimental class and control class for each indicator, it is presented in table 2 below: The average scores for each indicator of cognitive learning outcomes of experimental class and control class students are presented in the following bar chart:

Figure 2. Average Score Bar Chart for Each Indicator
Based on the bar chart above, there are four average indicators of student cognitive learning outcomes, namely knowledge, understanding, application and analysis of the experimental class and the control class. The average for each indicator in the experimental class is higher than the control class.Based on the results of the research above, there is an average difference for each indicator of student cognitive learning outcomes between the experimental class and the control class where the average score of the experimental class is higher than the average score of the control class. So furthermore, to determine the significant effect of cognitive learning outcomes between the experimental class and the control class, the following tests were carried out: a. Test the average of the experimental class and control class To find out the differences in students' cognitive learning outcomesbetween the experimental class and the control class on the sound material for class IV SD Negeri 12 Singkawang using a two-sample ttest. But before that, normality and  2. Questionnaire student responses to the mind mapping learning model In this section, a student response questionnaire is presented to the mind mapping learning model carried out in grade IV SD Negeri 12 Singkawang. The student response questionnaire used in this study was in the form of positive and negative statements consisting of four indicators, namely relevance, attention, satisfaction and self-confidence. The questionnaire consists of 16 statements, each statement has two options, namely "yes" and "no". The questionnaire sheet was filled out by 24 students. From the questionnaire sheet that has been filled in, then the data is displayed in tabular form. The table is presented by multiplying the number of students' answers who answered "yes" or "no" by 100, then dividing by the number of students who filled out the questionnaire. Furthermore, the percentage of student responses who answered "yes" and "no" will be accumulated will be accumulated. So that the results of the calculation of student response data to the learning model are obtained in table 5 below:  Based on table 5 above, the average value of the calculation of the percentage of student responses who chose "yes" was 84% which was in very good criteria. Meanwhile, the average score of students who chose "no" was 16%. This means that the percentage of student responses to the mind mapping learning modelpositive effect on students' cognitive learning outcomes on sound material in class IV SD Negeri 12 Singkawang.

Differences in students' cognitive learning outcomes
Researchers conducted research in class IV SD Negeri 12 Singkawang which consisted of 2 classes, namely the experimental class and the control class. The experimental class came from class IV B which consisted of 24 students, while the control class came from class IV A which consisted of 24 students. The experimental class was given a mind mapping learning model while the control class was given a direct learning model. After conducting the research, the researcher gave post-test questions to students to see the effect of students' cognitive learning outcomes and how much influence the mind mapping learning model had on students' cognitive learning outcomes. Based on the results of the calculation of the student's post-test data, it was found that there were differences in student learning outcomes between the classes given the mind mapping learning model and direct learning on the sound material for class IV SD Negeri 12 Singkawang. The difference in students' cognitive learning outcomes in the experimental class and control class was caused by the difference in treatment between the two classes. This is in accordance with the results of research conducted byNurhayati (2020), it is known that there is a significant difference, namely the percentage of learning outcomes in the control class is lower than the experimental class, meaning that the learning process using the mind mapping learning model is better and has an influence on learning outcomes. The experimental class was given a mind mapping learning model. According toSwadarma (2013),that mind mapping is a way of taking notes that is effective, efficient, creative, interesting, easy and efficient to develop ideas and thoughts in accordance with the working mechanism of the brain so that it can unlock all the hidden potential and capacities of the brain. So that during the learning process students can pour all the ideas that are in their minds that are useful for increasing students' understanding of the material being studied. In addition, the steps of the mind mapping learning model are related to the indicators of student learning outcomes. The linkage is found in the teacher's step in presenting the learning material. After carrying out learning activities, to find out whether or not students are successful in learning is done by giving test questions according to the indicators of learning outcomes, namely knowledge, understanding, application and analysis. Not only that, learning that is associated with the mind mapping learning model can improve students' cognitive learning outcomes because in the learning process they use concept maps to better understand the material. 2. How big is the influence of the mind mapping learning model on students' cognitive learning outcomes Based on the results of the calculation of student post-test data consisting of four indicators of student cognitive learning outcomes, the Effect Size (Es) value is found to be high on the criteria. This shows that the mind mapping learning model has a high influence on students' cognitive learning outcomes in class IV B sound material. It can be concluded that the large influence of the mind mapping learning model on students' cognitive learning outcomes is tall. This is in line with research conducted byPradipta (2019), it is known that the mind mapping model has a great influence on the cognitive learning outcomes of students in the high category.
The cause of the influence of the mind mapping learning model on students' cognitive learning outcomes on indicators of knowing, understanding, applying and analyzing, because in the mind mapping learning model there is a link between the steps of the learning model and the indicators of student cognitive learning outcomes. This is in accordance with one of the advantages of the mind mapping learning model, namely maximizing the brain's working system (Swadarma, 2013).

Student response questionnaire
At the end of the learning process using the mind mapping model, a student response questionnaire was given during the learning process. The student response questionnaire in this study consisted of 4 indicators, namely relevance, attention, satisfaction and self-confidence. Each of the four indicators has two positive statements and two negative statements. Based on the results of the calculation of student responses, the percentage is very good, namely 84%, meaning that the student's response to the mind mapping learning model shows a positive response so that it affects students' cognitive learning outcomes on sound material. This is in accordance with the results of research conducted byOctavianingrum (2019), it is known that the mind mapping learning model can provide a positive response in learning activities. In this study, it was shown that the excellent category means that students like science learning, are easy to understand the material presented, are more concentrated, are interested, enjoy learning, can measure mastery of the material, and this model can be used on other materials.

CONCLUSION
Based on the results of the calculation of research data and discussion, it can be concluded that the mind mapping learning model has a high influence on students' cognitive learning outcomes in class IV sound material at SD Negeri 12 Singkawang. 1. There is a difference between the class that uses the mind mapping learning model and the class that is given direct learning in class IV, from the calculation results show that the difference in student learning outcomes between the average experimental class is higher than the control class. Furthermore, the data obtained are normally distributed and homogeneous then the T test is carried out, in order to obtain > then Hα is accepted and H0 is rejected.
Because there are differences, there is an effect of learning outcomes given the mind mapping learning model with classes given direct learning on sound material for class IV SD Negeri 12 Singkawang. 2. The mind mapping learning model has a high influence on students' cognitive learning outcomes in class IVB sound material at SD Negeri 12 Singkawang as shown by the results of the effect size calculation, namely > 0.8 i.e. > 0.8 is in the high category. So that the learning model has a high influence on student learning outcomes. 3. Student responses to the mind mapping learning model show a high percentage of 84% with very good criteria, so this model can be used for sound material in class IV SD Negeri 12 Singkawang.

THANK-YOU NOTE
We would like to thank the Directorate General of Higher Education, Research, and Technology, Ministry of Education, Culture, Research, and Technology for supporting funding through the Indonesia Innovation Talents Program for 2021 Batch 2.