<![CDATA[This research is motivated by the low social studies (IPS) learning outcomes among elementary school students caused by conventional learning processes that tend to be monotonous and teacher-centered. The primary focus of this study is to describe the improvement of social studies learning outcomes by implementing the Mind Mapping cooperative learning model. The research method employed is classroom action research with a descriptive qualitative and quantitative approach. The results indicate that the use of the Mind Mapping model effectively transforms the learning atmosphere to be more creative, cheerful, and enjoyable. Through the use of colors, curved lines, symbols, and images, students are able to absorb and retrieve information from the brain more naturally compared to traditional rote learning methods. The findings reveal a shift in learning patterns from teacher-centered to active learning, where students become more confident in presenting their ideas and possess a strong "visual guide" through the mind maps they create. Furthermore, this model is proven to build a naturally collaborative classroom climate through organic discussions among students without negative competition. The reduction in learning anxiety is evident as students no longer view social studies as a heavy memorization burden. In conclusion, the application of the Mind Mapping model significantly improves social studies learning outcomes for fourth-grade elementary students. This study recommends educators to adopt mind mapping techniques to create more meaningful, effective, and innovative learning experiences for students at the primary level.]]>
