This study aims to describe students' perceptions of the characteristics of assisted learning mapping methods such as concept maps, mind maps, and map links. The study was conducted with qualitative and quantitative data collection with a sample of 10 students as pre-service physics teachers. Each student was asked to make a concept map, mind map, and link maps with physics material. The results of student performance are analyzed in the form of a description of the differences and effectiveness of the mapping when applied in physics learning.