<![CDATA[Biology instruction at the senior high school (SMA) level involves complex and abstract subject matter characterized by interlinked concepts; consequently, students are required not only to comprehend the material but also to retain the information they have learned. One instructional strategy that can support this process is Mind Mapping a technique that organizes information visually through central concepts, branches, keywords, and inter-concept relationships. This study aims to analyze the use of Mind Mapping as a strategy to enhance memory retention in high school biology learning, based on synthesis from relevant prior research. A narrative literature review method was employed, examining various research articles published between 2020 and 2026. Articles were selected based on relevance: studies involving senior high school students (or equivalent), the use of Mind Mapping in biology instruction, and the measurement of memory, retention, learning outcomes, conceptual understanding, or relevant cognitive abilities. Data were analyzed descriptively and synthesized based on study characteristics, Mind Mapping implementation methods, measured variables, and research findings. The review indicates that Mind Mapping generally exerts a positive influence on biology learning particularly regarding learning outcomes, conceptual understanding, critical thinking, creativity, and learning engagement as well as on retention in studies specifically measuring memory. Studies utilizing retention measurements or delayed tests demonstrate that students who learn using Mind Mapping exhibit superior information retention compared to those taught via conventional methods. The effectiveness of Mind Mapping in supporting memory is linked to its capacity to help students organize information, connect concepts, and utilize visual representations as cues for material recall. Thus, Mind Mapping holds potential as an instructional strategy to support improved memory retention and conceptual mastery among high school students in biology learning.]]>
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