THE MIND MAPPING LEARNING MODEL AND ITS EFFECT ON INTEREST IN LEARNING GEOGRAPHY AT MA MIFTAHURROJA CIWIDEY SUBDISTRICT BANDUNG REGENCY

Abstract

Education plays an important role in shaping an excellent and well-characterized generation. However, at MA Miftahurroja, students’ interest in learning Geography remains low due to less engaging teaching methods. This study aims to determine the effect of the mind mapping learning model on increasing students’ interest in Geography. Mind mapping, as a visual technique, is considered effective in helping conceptual understanding and encouraging active participation in line with the Merdeka Curriculum. The method used in this research is experimental with a quantitative approach. The research instruments consisted of questionnaires administered to 30 students, with data analysis techniques including validity tests, reliability tests, descriptive statistics, inferential statistics, and interviews. The results showed that the application of the mind mapping model had a significant effect on students’ interest in learning Geography. Data analysis indicated a strong correlation (r = 0.739) and a coefficient of determination of 54.6%. This means that more than half of the variation in learning interest is explained by the use of mind mapping. Teachers also observed an increase in students’ engagement and understanding. Based on the findings, it can be concluded that the mind mapping learning model significantly influences students’ interest in learning Geography. The model enhances students’ curiosity, engagement, and understanding. Its implementation aligns with the principles of the Merdeka Curriculum by promoting active, creative, and student-centered learning.