Abstract
Abstract. This study aims to explore the effect of 1) students’ mind mapping towards concepts mastery; 2) students’ learning styles towards concepts mastery; 3) interaction between mind mapping and learning styles towards concepts mastery and 4) students’ mind mapping towards students’ representation skills on respiratory system. The sample of this study were 86 students of class VIII MTs N 1 Pesawaran which is selected randomly technique. The research instrument used pretest-posttest to know the students’ mastery concepts and representation skills improvement and questionnaires to identify students’ learning styles. The design used was nonequivalent pretest-posttest control group design. Data of students’ concepts mastery and representation skills in the form of pretest-posttest and n-gain analyzed using Ancova and Least Significant Difference Test (LSD). The results showes that 1) students’ mind mapping have a significant effects of students’ concepts mastery; 2) students’ learning styles have a significant effects of students’ concepts mastery; 3) there is no interaction significantly between mind mapping and learning styles towards students’ concepts mastery; and 4) there is interaction significantly between mind mapping and learning styles towards representation skills. Keywords: mind mapping, learning styles, concepts mastery, representation skills
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