<![CDATA[Learning creativity is an essential competence that supports successful learning outcomes and the development of students’ potential. However, teacher-centered instructional practices often limit students’ opportunities to explore ideas, develop concepts, and express their creativity. This study aims to analyze the implementation of the mind mapping method as a strategy for enhancing students’ learning creativity. The study employed a qualitative approach using a descriptive method. Data were collected through observations, interviews, and documentation and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that the implementation of mind mapping was carried out through three stages: planning, implementation, and evaluation. The method effectively enhanced students’ learning creativity, as reflected in their ability to generate diverse ideas, organize information systematically, elaborate concepts in greater detail, and produce more original and engaging learning products. Furthermore, mind mapping encouraged active participation, collaboration, and deeper understanding of learning materials. The study implies that mind mapping can serve as an effective instructional strategy for fostering creative, active, and meaningful learning environments.]]>
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