<![CDATA[The low level of students’ mathematical critical thinking skills remains a problem in elementary school mathematics learning because the learning process tends to be teacher-centered and does not actively involve students. This study aims to determine the implementation of the mind mapping learning method and its contribution to the mathematical critical thinking skills of class V B students at MI Ma’arif 18 Trimurjo. This study used a descriptive qualitative approach with research subjects consisting of 21 class V B students and a mathematics teacher selected through purposive sampling. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. The results showed that the mind mapping method helped students understand the relationships between geometric concepts in a more structured manner, increased student activeness, and assisted students in concluding learning materials more systematically. Students’ mathematical critical thinking skills developed through the ability to identify, connect, analyze, and conclude mathematical concepts. Therefore, the mind mapping method can be used as an alternative learning strategy to help develop students’ mathematical critical thinking skills. ABSTRAK Rendahnya kemampuan berpikir kritis matematis siswa masih menjadi permasalahan dalam pembelajaran matematika di sekolah dasar karena proses pembelajaran cenderung berpusat pada guru dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mengetahui penerapan metode pembelajaran mind mapping serta kontribusinya terhadap kemampuan berpikir kritis matematis siswa kelas V B MI Ma’arif 18 Trimurjo. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian yang terdiri dari 21 siswa kelas V B dan guru matematika yang dipilih melalui purposive sampling. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa metode mind mapping membantu siswa memahami hubungan antar konsep bangun ruang secara lebih terstruktur, meningkatkan keaktifan siswa, serta membantu siswa menyimpulkan materi secara lebih sistematis. Kemampuan berpikir kritis matematis siswa berkembang melalui kemampuan mengidentifikasi, menghubungkan, menganalisis, dan menyimpulkan konsep matematika. Dengan demikian, metode mind mapping dapat digunakan sebagai alternatif strategi pembelajaran untuk membantu mengembangkan kemampuan berpikir kritis matematis siswa.]]>
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