The design of this study is an action study.

The study aims to see how far the use of mind map can
improve the understanding and achievement of students in the assessment of chemical practice
(OSPE) for titration topic.
Action research models based on Kemmis and Mc Taggart models (1988) have been used in this
study. This model outlines four phases ie phase 1 preparing an action plan to improve the current
teaching, phase 2 acts according to the plan, phase 3 collects and analyzes data and phase 4 observes
the impact of actions made in the context in which it takes place and makes reflection.

In implementing the teaching using a mind map in the process of chemistry practice titration,
lecturers carry the teaching and learning process according to the set schedule. Some steps need to
be taken to implement them. These steps are:
Step 1:
Lecturers provide practical manuals and distribute to students during the first meeting a week prior to
practical work.

Step 2:
Students are required to read the supplied manuals and produce mind maps for each process in the
titration (3 processes involved) individually.

Step 3.
Students will be divided into groups of 2-3 people and asked to present their mind map in the group
before the practice is done.

The study participants consisted of 16 Foundation Of Science students at KPJ Healthcare University
College. The group of students were selected as a treatment group totaling 16 students, two boys and
14 girls.
As this study uses an action research design that uses quantitative and qualitative data, researchers
use a variety of instruments that can support this study. The research instrument consists of
questionnaire, OSPE achievement test (pre test and post test), interview protocol and document
analysis from student work.

Before using the mind map, students will be given an OSPE test in chemistry practice ie pre-test. The
purpose of this test is to find out the level of early achievement of the student before the study.
Once the actual experiment has been done, students will be given post-test to see if there is an
increase in achievement after the use of mind map implementation. They were also given a
questionnaire related to the use of mind mapping in chemistry experiment on the topic titration.
The data were analyzed using two statistical methods: inference statistic and descriptive statistic. The
inference statistics used in this study were Mann-Whitney Test to test the hypothesis of the study.
Descriptive statistics use mean and standard deviation to answer questions related to students'
perceptions of mind map in chemistry practice.