Navigating Learning Differences: The Role of Mind Mapping in Fostering Inclusivity in Science Education

Abstract

This study thoroughly scrutinizes the utilization and influence of mind mapping (MM), as a teaching tool in science education, particularly focusing on its application for students with special educational needs (SEN). We investigated how employing  MM techniques impacted students’ learning abilities through mixed methods, using quasi-experimental design and semi-structured interviews.  The findings revealed that the comparison scores before (pretest) and after (posttest) the intervention using Popplet as a MM tool showed improvements for both control and experimental student groups. Additionally, by utilizing thematic analysis to explore students’ experiences using MM, two main themes emerged: (1) adaptive learning strategies and (2) between individual and collaborative learning Feedback from students highlighted how MM can enhance memory and presentation skills, although issues related to design features and accessibility may challenges students with SEN. This paper is the first research exploring how mind mapping is accessible for Indonesian inclusive higher education, particularly for students with visual impairments. Physical guidance and verbal instruction were effectively used to explain the mind mapping concept and the spatial representation and relationship for students with visual impairments. This study emphasizes the significance of utilizing tools that cater to diverse learning styles and requirements to promote inclusivity in educational practices.