This study aims to develop an innovative teaching method for physics at the secondary level. It recognizes that traditional teacher-centered instruction is lacking and that students need to develop skills like logical thinking, problem-solving, and creativity. The study will introduce concept maps as a new presentation technique and compare student learning in an experimental group that receives this method versus a control group. It outlines 7 hypotheses about expected differences in pre- and post-test scores between the groups. It will use a sample of 50 secondary students, administering pre- and post-tests to both the experimental and control groups and using statistical analysis like means, standard deviations, and t-tests to analyze the results. The goal is to determine the effectiveness of using this innovative