This research was conducted to answer the teacher's concerns about the low creative thinking ability, learning motivation, and learning outcomes of biology in class XI MIA XYZ School in Jakarta. The researcher tried to find alternative solutions in the form of applying mind mapping. In this case the researcher collaborates with other teachers to make learning improvements through Classroom Action Research (CAR). The purpose of this study is to describe the process of applying mind mapping in biology learning; analyze the development of creative thinking ability, learning motivation, and biology learning outcomes during the application of mind mapping; and identify the obstacles faced during the application of mind mapping and how to overcome them. PTK is carried out in 3 cycles in the XI class of MIA XYZ School in Jakarta. Data is collected through field notes, observation sheets, and interviews, then the data is analyzed descriptive qualitative. The results showed how there was an increase during Cycle 1 to Cycle 3. The average percentage increase in students creative thinking abilities from 65% to 84%; the average percentage of development of learning motivation from 84% to 88%; the average percentage of the development of biology learning outcomes from 80% to 84%. The results of this study imply that the application of mind mapping can improve the creative thinking ability, learning motivation, and biology learning outcomes of XYZ School students in Jakarta. / Penelitian ini dilakukan untuk menjawab kerisauan guru akan rendahnya kemampuan berpikir kreatif, motivasi belajar, dan hasil belajar biologi kelas XI MIA Sekolah XYZ di Jakarta. Peneliti mencoba mencari alternatif solusi berupa penerapan mind mapping. Dalam hal ini peneliti berkolaborasi dengan guru yang lainnya untuk mengadakan perbaikan pembelajaran melalui Penelitian Tindakan Kelas (PTK). Tujuan penelitian ini adalah mendeskripsikan proses penerapan mind mapping dalam pembelajaran biologi; menganalisis perkembangan kemampuan berpikir kreatif, motivasi belajar, dan hasil belajar biologi selama penerapan mind mapping; dan mengidentifikasi kendala yang dihadapi selama penerapan mind mapping serta cara mengatasinya. PTK ini dilakukan dalam 3 siklus di kelas XI MIA Sekolah XYZ di Jakarta. Data dikumpulkan melalui catatan lapangan, lembar observasi, dan wawancara, kemudian data dianalisis secara deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa terjadi peningkatan selama Siklus 1 sampai Siklus 3. Persentase rata-rata perkembangan kemampuan berpikir kreatif siswa dari 65% menjadi 84%; rata-rata persentase perkembangan motivasi belajar dari 84% menjadi 88%; rata-rata persentase perkembangan hasil belajar biologi dari 80% menjadi 84%. Hasil penelitian ini menyiratkan bahwa penerapan mind mapping mampu meningkatkan kemampuan berpikir kreatif, motivasi, dan hasil belajar biologi siswa Sekolah XYZ di Jakarta.