The Effect of Reading, Mind Mapping, and Sharing (RMS) Model on Elementary Students' Science Learning Outcomes

Abstract

Conventional, teacher-centred instruction in Indonesian elementary schools continues to constrain student engagement and learning outcomes in the integrated science and social studies subject (IPAS). The Reading, Mind Mapping, and Sharing (RMS) model offers a constructivist alternative, yet its effectiveness within the IPAS framework of the Merdeka Curriculum remains empirically underexplored.  This study employed a pre-experimental one-group pretest–posttest design involving 31 Grade IV students at SD Negeri Model Terpadu Madani, Palu, Central Sulawesi, during the even semester of 2025/2026. Data were collected using a validated 13-item multiple-choice instrument and analysed through descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test (α = 0.05).  The mean score increased from 80.61 (pretest) to 92.19 (posttest), a gain of 11.58 points. The Wilcoxon Signed-Rank Test yielded Z = 3.763 (p < 0.001), confirming a statistically significant improvement. Notably, score dispersion narrowed post-treatment, suggesting reduced learning disparity among students.  These findings demonstrate that the RMS model significantly improves IPAS learning outcomes by promoting active reading, visual knowledge organisation, and collaborative peer sharing, consistent with constructivist theory and prior empirical evidence across multiple educational contexts.