<![CDATA[The background of the problem in this study is the low learning outcomes of science due to a lack of emphasis on the learning process. Student involvement that is less than optimal, and the application of models and the suitability of methods make students not understand the concepts in the material. Therefore, Collaborative Classroom Action Research (PTKK) is needed which aims to improve science learning outcomes, one of which is by applying the Problem-Based Learning (PBL) model assisted by the Mind Mapping method. This Classroom Action Research consists of two cycles with two meetings each cycle. The data collection techniques used are interviews, observations, documentation, and tests. The data analysis used is qualitative and quantitative data analysis techniques. The results showed a significant improvement in learning outcomes in the affective, cognitive, and psychomotor domains in each cycle. The increase can be seen from the results of pre-action learning in the cognitive domain (knowledge) which increased by 45% in cycle I and increased again by 38% in cycle II. The results of pre-action learning in the affective realm (attitude) in critical reasoning aspects also increased by 43.97% in cycle I and increased again in cycle II by 25.86%. The increase in the psychomotor realm (skills) which was originally 0.00% also increased in the content aspect by 56.03% in cycle I and increased again by 33.63% in cycle II. The display aspect also increased by 80.17% in cycle I and increased by 4.31% in cycle II. Based on the results of this study, it was concluded that IPAS learning outcomes increased after the Problem-Based Learning (PBL) model assisted by the Mind Mapping method was implemented.]]>
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