<![CDATA[Instruction in the history of mathematics at the university level tends to be delivered in a narrative and linear fashion, often failing to fully facilitate the development of a structured conceptual understanding. This study aims to examine the effectiveness of a cognitive visualization-based mind mapping approach in optimizing students' conceptual understanding. A quantitative approach was employed using a quasi-experimental, pretest-posttest control group design. The participants consisted of 28 students from the Mathematics Education Study Program at IAIN Kerinci, divided into an experimental group (n=14) and a control group (n=14); the sample was selected using purposive sampling based on comparable academic ability and prior learning experience. Data were collected via an essay-based conceptual understanding test that had undergone content validation by experts as well as validity and reliability testing. Data analysis began with the Kolmogorov–Smirnov normality test and Levene’s homogeneity test, followed by N-Gain calculation, an independent samples t-test, and Effect Size (Cohen's d) analysis. The results revealed a significant difference between the experimental and control groups (p = 0.000 < 0.05). The experimental group achieved an N-Gain score of 0.68—falling into the medium-to-high category—while the Effect Size of 0.82 indicated a strong impact. These findings suggest that the cognitive visualization-based mind mapping approach effectively enhances students' conceptual understanding by strengthening visual representations and the interconnections between concepts. The study's novelty lies in the integration of mind mapping with cognitive visualization principles within the context of teaching the history of mathematics, thereby supporting the construction of meaning based on historical and conceptual relationships.]]>
