[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-id-113":3,"doc-seo-237374-113":41,"doc-detail-237374-id":108},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":4,"slug":12},178,1,"Template","Faktur","faktur",{"id":14,"doc_module":9,"doc_module_name":10,"category_name":15,"show_sort_weight":4,"slug":16},192,"Formulir","formulir-192",{"id":18,"doc_module":9,"doc_module_name":10,"category_name":19,"show_sort_weight":4,"slug":20},180,"Media Sosial","media-sosial",{"id":22,"doc_module":9,"doc_module_name":10,"category_name":23,"show_sort_weight":4,"slug":24},179,"Poster","poster",{"id":26,"doc_module":9,"doc_module_name":10,"category_name":27,"show_sort_weight":4,"slug":28},176,"Presentasi","presentasi",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":4,"slug":32},177,"Resume","resume",{"id":34,"doc_module":9,"doc_module_name":10,"category_name":35,"show_sort_weight":4,"slug":36},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":38,"doc_module":9,"doc_module_name":10,"category_name":39,"show_sort_weight":4,"slug":40},183,"Umum","umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":42,"data":43},"ok",{"site_id":44,"language":45,"slug":46,"title":47,"keywords":48,"description":49,"schema_data":50,"social_meta":101,"head_meta":103,"extra_data":105,"updated_unix":107},113,"id","relevance-of-basic-mind-map-concepts-in-the-implementation-of-the-merdeka-curriculum-journal-article","Relevansi Konsep Dasar Mind Map dalam Implementasi Kurikulum Merdeka - artikel jurnal","","Kurikulum Merdeka menuntut pembelajaran berpusat pada peserta didik dengan penguatan kompetensi esensial, diferensiasi, refleksi, serta asesmen formatif yang bermakna. Dalam konteks tersebut, mind map dipandang relevan sebagai strategi representasi pengetahuan yang mengintegrasikan kata kunci, relasi konseptual, dan elemen visual untuk mendorong pemahaman konseptual, metakognisi, serta keterampilan berpikir tingkat tinggi. Artikel ini menganalisis keterkaitan konsep dasar mind map dengan prinsip implementasi Kurikulum Merdeka dan merumuskan implikasi pedagogis untuk perencanaan, pelaksanaan, dan asesmen.",{"@graph":51,"@context":100},[52,68,83],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":27,"@type":58,"position":64},"https://docshare.wps.com/id/template/presentasi/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/relevance-of-basic-mind-map-concepts-in-the-implementation-of-the-merdeka-curriculum-journal-article/237374/",4,{"url":66,"name":47,"@type":69,"author":70,"headline":47,"publisher":73,"fileFormat":76,"inLanguage":45,"description":49,"dateModified":77,"datePublished":77,"encodingFormat":76,"isAccessibleForFree":78,"interactionStatistic":79},"DigitalDocument",{"name":71,"@type":72},"Xiajie","Person",{"url":56,"name":74,"@type":75},"DocShare","Organization","application/pdf","2026-09-11",true,{"@type":80,"interactionType":81,"userInteractionCount":4},"InteractionCounter",{"@type":82},"ViewAction",{"@type":84,"mainEntity":85},"FAQPage",[86,92,96],{"name":87,"@type":88,"acceptedAnswer":89},"Mengapa mind map relevan untuk implementasi Kurikulum Merdeka?","Question",{"text":90,"@type":91},"Mind map relevan karena mengintegrasikan kata kunci, relasi antargagasan, dan elemen visual yang membantu pemahaman konseptual, metakognisi, serta berpikir tingkat tinggi. Strategi ini juga selaras dengan praktik pembelajaran berdiferensiasi dan asesmen formatif.","Answer",{"name":93,"@type":88,"acceptedAnswer":94},"Bagaimana mind map berkontribusi pada pembelajaran berdiferensiasi dan asesmen formatif?",{"text":95,"@type":91},"Mind map berfungsi sebagai “alat berpikir” yang mendukung pembelajaran berdiferensiasi dan deep learning. Selain itu, penerapannya dapat menghasilkan bukti belajar yang mendukung asesmen formatif yang dapat ditindaklanjuti.",{"name":97,"@type":88,"acceptedAnswer":98},"Apa kaitan mind map dengan Profil Pelajar Pancasila (P5)?",{"text":99,"@type":91},"Penerapan mind map mendukung penguatan Profil Pelajar Pancasila melalui pembelajaran berbasis proyek lintas disiplin dan kolaboratif. Mind map membantu mengorganisasi gagasan sehingga proses proyek lebih terarah dan bermakna.","https://schema.org",{"og:url":66,"og:type":102,"og:title":47,"og:site_name":74,"og:description":49},"article",{"robots":104,"canonical":66},"index,follow",{"doc_id":106,"site_id":44},237374,1789111949,{"code":4,"msg":5,"data":109},{"doc_id":106,"user_id":110,"nickname":71,"user_avatar":111,"doc_module":9,"category_id":26,"category_name":27,"doc_title":47,"doc_description":49,"doc_content":112,"file_id":113,"file_url":114,"file_type":115,"file_size":116,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":117,"language":118,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":119,"faqs":120,"seo_title":121,"seo_description":49,"update_tm":107,"read_time":64},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll","RELEVANSI KONSEP DASAR MIND MAP DALAM IMPLEMENTASI  \nKURIKULUM MERDEKA  \nPetrus Siia, Priska Filomena Ikub, Angela Klaudia Danuc,  \nHandrianus Dwianot Momangd, Maria Diniarti Janure  \nabcde Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan UNIKA Santu Paulus Ruteng [piteruny@gmail.com](piteruny@gmail.com)a, [priskafilomena90@gmail.com](priskafilomena90@gmail.com)b, [angelaklaudia037@gmail.com](angelaklaudia037@gmail.com)c, [rianmomang@gmail.com](rianmomang@gmail.com)d,  \n[diniartijanur@gmail.com](diniartijanur@gmail.com)e  \nDOI: 10.36928/jipd.v9i2.3193.g2049  \nAbstract  \nThe Merdeka Curriculum requires student-centered learning that emphasizes essential competencies, differentiation, reflection, and meaningful formative assessment. In this context, mind mapping is highly relevant as a knowledgerepresentation strategy integrating keywords, conceptual relationships, and visual elements to foster conceptual understanding, metacognition, and higher-order thinking. This article analyzes the relevance of mind mapping’s foundational concepts to the principles and practices of Merdeka Curriculum implementation and formulates pedagogical implications for lesson planning, classroom enactment, and assessment. The study employed a literature review of peer-reviewed journal articles published in the last decade (2016–2025) and a content analysis of key Merdeka Curriculum policy documents, particularly Regulation of the Minister of Education, Culture, Research, and Technology No. 12/2024 and the official revised 2024 guidelines for learning–assessment and Pancasila Student Profile Strengthening Projects (P5). Findings indicate that:  \n(1) mind mapping is empirically supported for improving cognitive learning outcomes by strengthening knowledge organization and learning strategies; (2) mind mapping functions as a practical “thinking tool” aligned with differentiated instruction, deeper learning, and formative assessment; and (3) mind mapping supports Pancasila Student Profile development through interdisciplinary and collaborative project-based learning. The article concludes that mind mapping isnot merely a note-taking technique but a strategic pedagogical tool that helps translate the Merdeka Curriculum framework into meaningful classroom practices.  \nKeywords: mind mapping, Merdeka Curriculum, differentiated instruction, formative assessment, Pancasila Student Profile Abstrak  \nKurikulum Merdeka menuntut pembelajaran yang berpusat pada peserta didik, menekankan penguatan kompetensi esensial, diferensiasi, refleksi, serta asesmen formatif yang bermakna. Dalam konteks ini, mind map relevan sebagai strategi representasi pengetahuan yang mengintegrasikan kata kunci, relasi antargagasan, dan elemen visual untuk memfasilitasi pemahaman konseptual, metakognisi, dan pengembangan keterampilan berpikir tingkat tinggi. Artikel ini bertujuan menganalisis relevansikonsep dasar mind map terhadap prinsip dan praktik implementasi Kurikulum Merdeka, serta merumuskan implikasi pedagogisnya pada perencanaan, pelaksanaan, dan asesmen pembelajaran. Metode yang digunakan adalah studi kepustakaan berbasis seleksi artikel jurnal 10 tahun terakhir (2016-2025) dan analisis isi dokumen kebijakan Kurikulum Merdeka, terutama Permendikbudristek No. 12 Tahun 2024 serta panduan resmi pembelajaran asesmen dan P5 edisi revisi 2024. Hasil kajian menunjukkan: (1) mind map memiliki dukungan empiris untuk meningkatkan capaian kognitif melalui penguatan organisasi pengetahuan dan strategi belajar; (2) mind map efektif sebagai “alat berpikir” yang selaras dengan pembelajaran berdiferensiasi, deep learning, dan asesmen formatif; (3) penerapan mind map mendukung penguatan Profil Pelajar Pancasilamelalui projek lintas disiplin yang kolaboratif. Artikel ini menyimpulkan bahwa mind map bukan sekadar teknik mencatat, melainkan perangkat pedagogis yang strategis untuk menerjemahkan kerangka Kurikulum Merdeka ke praktik kelas yang bermakna.  \nK","cbCaignbvIvLMkrR","https://ap.wps.com/l/cbCaignbvIvLMkrR","pdf",382567,7,"Indonesian","# Pendahuluan\n## Tantangan implementasi Kurikulum Merdeka\n## Mind map sebagai strategi yang perlu dipahami konseptual\n# Metode Penelitian\n## Studi kepustakaan dan analisis isi dokumen\n# Pembahasan\n## Relevansi mind map untuk organisasi pengetahuan\n## Mind map sebagai alat berpikir dalam pembelajaran berdiferensiasi\n## Dukungan mind map terhadap penguatan Profil Pelajar Pancasila\n# Kesimpulan\n## Mind map bukan sekadar teknik mencatat","[{\"question\":\"Mengapa mind map relevan untuk implementasi Kurikulum Merdeka?\",\"answer\":\"Mind map relevan karena mengintegrasikan kata kunci, relasi antargagasan, dan elemen visual yang membantu pemahaman konseptual, metakognisi, serta berpikir tingkat tinggi. Strategi ini juga selaras dengan praktik pembelajaran berdiferensiasi dan asesmen formatif.\"},{\"question\":\"Bagaimana mind map berkontribusi pada pembelajaran berdiferensiasi dan asesmen formatif?\",\"answer\":\"Mind map berfungsi sebagai “alat berpikir” yang mendukung pembelajaran berdiferensiasi dan deep learning. Selain itu, penerapannya dapat menghasilkan bukti belajar yang mendukung asesmen formatif yang dapat ditindaklanjuti.\"},{\"question\":\"Apa kaitan mind map dengan Profil Pelajar Pancasila (P5)?\",\"answer\":\"Penerapan mind map mendukung penguatan Profil Pelajar Pancasila melalui pembelajaran berbasis proyek lintas disiplin dan kolaboratif. Mind map membantu mengorganisasi gagasan sehingga proses proyek lebih terarah dan bermakna.\"}]","Relevansi Konsep Dasar Mind Map dalam Implementasi Kurikulum Merdeka - artikel jurnal | PDF"]