Improving high school students’ Physics learning outcomes using mind maps

Abstract

Abstract Based on the interview with accelerated second-grade senior high school students, most of them had difficulty remembering many physics subject matter in a short time, such as when facing a final exam. Likewise, from the literature study, it was found that there was no presentation of physics material that was easy to remember quickly in a short time. One solution idea that can be given is to use a Mind Map. This study aims to improve high school students learning outcomes in Physics by using Mind Maps and finding types of Mind Maps that are easy to learn. The research method used is a class action research method consisting of three cycles. Before using mind maps, the average physics learning outcomes were obtained at 48.3. In the first cycle using mind maps of the cobweb type, the average result obtained was 60.54, an increase of 25.34%. While the second cycle using tree root mind maps, the average obtained was 71.5, experiencing an increase of 18.1% from cycle 1. Meanwhile, cycle III using tree root mind map types obtained an average student physics learning outcome of 86.5, increased results by 20.97%. From the results of this study, it can be concluded that the use of mind maps in physics learning can improve student learning outcomes. In comparison, the type of mind map that has the greatest influence is the type of tree roots. In other words, tree root-type mind maps can present physics material that is more easily understood by students.