EFFECTIVENESS OF MIND MAPPING-BASED FORMATIVE ASSESSMENT ON IMPROVING STUDENTS' LEARNING RETENTION ABILITIES ON THE CONCEPT OF LIGHT

Abstract

This study aims to determine the effectiveness of mind mapping-based formative assessment on students' learning retention ability in the concept of light. A quantitative approach with a quasi-experimental method and One Group Pretest-Posttest design was used. The subjects were 29 eighth-grade students of SMP Negeri 9 Tegal in the 2025/2026 academic year, selected through purposive sampling. Data were collected through pretest-posttest tests, rubric-based mind mapping assessment, and a student response questionnaire, then analyzed using the Shapiro-Wilk normality test, simple linear regression, and N-Gain analysis. The results showed that mind mapping assessment scores had a positive and significant effect on students' learning retention, with a coefficient of determination (R²) of 0.373 (a 37.3% contribution) and a significance value of 0.000 (<0.05). The average N-Gain score was 0.767, categorized as high. Among the retention indicators, recognition achieved the highest attainment (80.3%), followed by recall (75.5%) and concept implementation (69.8%). It can be concluded that mind mapping-based formative assessment is effective as an alternative assessment strategy in science learning to improve students' learning retention on the concept of light.