The effect of using mind map-based handouts on light material using inquiry learning model on physics learning outcomes of junior high school students

This study aims to see how mind map-based handouts with inquiry learning models affect junior high school students’ physics learning outcomes. The research method used was quasi-experimental with the randomized control Group Only Design. Sampling used a purposive sampling technique with one sample as the experimental class and one as the control class. The data in the study are the results of learning cognitive, affective, and psychomotor aspects. The research instrument was an objective test for cognitive aspects of learning outcomes and observation sheets for affective and psychomotor aspects of learning outcomes. The result of the study showed that the student’s average learning outcomes in all three aspects of the experimental class were higher than in the control class. After testing the hypothesis, the tcount on the cognitive aspect is 2.88, the tcount on the affective aspect is 2.52, the tcount on the psychomotor aspect is 2.19, the ttable with dk 58 is 1.68 and the tcount > ttable. Therefore, the hypothesis states that the learning outcomes of the experimental class using mind map-based handouts with the inquiry learning model are more significant than the control class and can be accepted at the 0.05 significance level.