Published in the Asian Journal of Applied Education (AJAE) in 2026, the study highlights how visual learning strategies can help students better understand complex scientific concepts while simultaneously developing creativity—one of the key competencies emphasized in Indonesia’s Merdeka Curriculum and 21st-century education.
Buffer solutions are among the chemistry topics that students often find difficult to master. The subject requires learners to understand and connect multiple concepts, including definitions, components, mechanisms, pH calculations, and real-world applications. As a result, many students struggle to organize information and build meaningful connections between concepts.
To address this challenge, the researchers developed a Student Activity Sheet (SAS) based on a mind mapping strategy integrated with the Think-Pair-Share (TPS) cooperative learning model. The learning material was designed to encourage students to actively organize information through diagrams, keywords, colors, symbols, and visual connections.
The study involved 36 eleventh-grade students at State Senior High School 22 Surabaya (SMAN 22 Surabaya). Before developing the learning materials, the researchers conducted an initial survey that revealed significant learning difficulties. About 91.4 percent of students reported that buffer solutions were difficult to understand, while 88.6 percent said they struggled to connect related concepts. Additionally, 94.3 percent had never experienced mind mapping activities in chemistry classes.
According to the researchers, these findings indicated a strong need for more engaging and visually oriented learning tools.
“Students often face difficulties remembering and connecting concepts in buffer solution topics. Mind mapping provides a visual framework that helps learners organize knowledge more effectively,” the authors explained.
The developed Student Activity Sheets guide students through a series of activities that combine individual reflection, partner discussions, and class sharing sessions. This structure follows the Think-Pair-Share model, which encourages collaboration while allowing students to construct their own understanding of scientific concepts.
The results showed that the learning materials met high standards of quality and usability. Validation by three experts confirmed that the Student Activity Sheets were academically sound and suitable for classroom implementation.
Classroom observations also demonstrated excellent practicality. Lesson implementation reached 97.83 percent, indicating that teachers could easily apply the learning materials in real classroom settings. Student participation was equally impressive, with relevant learning activities reaching 98.82 percent.
Students responded positively to the learning experience as well. The average positive response rate reached 96.67 percent, placing the learning materials in the “highly practical” category. Many students reported that the colorful and structured format made chemistry concepts easier to understand and more enjoyable to learn.
The most notable findings emerged from the assessment of students’ creative thinking abilities.
Before using the new learning materials, students achieved an average score of 38.15 in mind mapping tasks, categorized as “less creative.” After participating in the learning activities, the average score increased dramatically to 84.75, categorized as “very creative.” The calculated N-Gain score of 0.76 indicates a high level of improvement.
A similar pattern was observed in creative thinking skills. Students’ average score increased from 38.75 before the intervention to 83.47 afterward. The N-Gain value of 0.72, also classified as high, demonstrates substantial growth in creativity.
The researchers found that students became more capable of generating ideas, exploring different perspectives, elaborating concepts in greater detail, and producing original responses. These improvements align with the four core dimensions of creative thinking: fluency, flexibility, elaboration, and originality.
Mind mapping played a crucial role in this development. By organizing information visually and linking concepts through branches, colors, and symbols, students actively processed information rather than simply memorizing facts. This approach encouraged deeper understanding and supported creative exploration of scientific concepts.
The findings have important implications for science education. Teachers can adopt mind mapping strategies to help students tackle difficult topics while fostering higher-order thinking skills. The approach also aligns closely with educational reforms that emphasize student-centered, active, and innovative learning environments.
Beyond chemistry classrooms, the study suggests that visual learning tools such as mind mapping may be applied to other subjects that require students to connect complex concepts and solve problems creatively. As schools increasingly focus on preparing students for a rapidly changing world, strategies that enhance creativity and independent thinking are becoming more valuable.
Fernanda Febrya Ayu Putri and Mitarlis conclude that combining mind mapping with cooperative learning creates a supportive environment where students can build knowledge, communicate ideas, and develop essential creative thinking skills. Their research provides evidence that well-designed learning materials can significantly improve both academic understanding and cognitive development.
Author Profile
Fernanda Febrya Ayu Putri is a researcher and Chemistry Education student at Surabaya State University (UNESA). Her academic interests include chemistry education, instructional material development, innovative teaching strategies, and creative thinking skills enhancement.
Prof. Dr. Mitarlis, S.Pd., M.Si. is a Professor of Chemistry Education at Surabaya State University (UNESA). His expertise includes chemistry education, learning media development, innovative instructional design, and strategies for improving students’ higher-order thinking skills.
Research Source
Putri, Fernanda Febrya Ayu., & Mitarlis. (2026).
“Development of Student Activity Sheets (SAS) Using Mind Mapping Strategy to Enhance Creative Thinking Skills in the Topic of Buffer Solutions.”
Asian Journal of Applied Education (AJAE), Volume 5, Number 3, 2026, pp. 425–436.
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