Analisis Kebutuhan Pengembangan Media Pembelajaran Numerasi Berbasis Mind Mapping dan Gamifikasi pada Siswa Kelas V Sekolah Dasar
DOI:
https://doi.org/10.30605/cjpe.9.3.2026.9517Keywords:
Analisis Kebutuhan, Gamifikasi, Mind Mapping, Media Pembelajaran, NumerasiAbstract
Urgensi penelitian ini terletak pada perlunya pengembangan media pembelajaran numerasi yang inovatif, menarik, dan sesuai dengan karakteristik siswa kelas V melalui perpaduan mind mapping dan gamifikasi untuk meningkatkan pemahaman serta motivasi belajar siswa. Kemampuan numerasi siswa sekolah dasar masih memerlukan penguatan, khususnya pada pemahaman konsep dan penyelesaian masalah kontekstual. Penelitian ini bertujuan menganalisis kemampuan dan kebutuhan pembelajaran numerasi siswa kelas V sebagai dasar perumusan materi prioritas serta spesifikasi media pembelajaran berbasis mind mapping dan gamifikasi. Penelitian menggunakan metode deskriptif dengan pendekatan campuran. Partisipan terdiri atas 22 siswa kelas V dan satu guru kelas V di salah satu sekolah dasar di Kota Palopo. Data dikumpulkan melalui analisis Rapor Pendidikan, tes diagnostik numerasi, angket kebutuhan siswa, pertanyaan terbuka, wawancara guru, dan observasi pembelajaran. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis secara tematik dan diintegrasikan melalui triangulasi. Hasil penelitian menunjukkan bahwa capaian tes diagnostik numerasi secara keseluruhan sebesar 23,18%. Domain Geometri dan Pengukuran memperoleh capaian terendah sebesar 10,00%, diikuti Bilangan sebesar 18,18%, Aljabar sebesar 31,82%, serta Data dan Ketidakpastian sebesar 32,73%. Kesulitan utama siswa ditemukan pada operasi pecahan, hubungan pecahan–desimal–persen, luas dan keliling, posisi pada peta berpetak, hubungan proporsional, dan interpretasi tabel. Kebutuhan terhadap penyajian visual dan peta bercabang berada pada kategori tinggi sebesar 72,25%, sedangkan minat terhadap gamifikasi mencapai 74,70%. Hasil wawancara dan observasi menunjukkan perlunya media yang menggunakan bahasa sederhana, contoh kontekstual, langkah penyelesaian, umpan balik, serta dapat digunakan secara luring melalui laptop dan proyektor. Temuan ini menunjukkan bahwa media pembelajaran perlu memprioritaskan Domain Geometri dan Pengukuran serta Bilangan, mengorganisasi materi melalui peta bercabang, dan mengintegrasikan misi, level, poin, kuis, serta tantangan.
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