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The author's motivation for undertaking this study stems from a previous observation that instructors continued to employ an expository method that was monotonous and devoid of variety. The instructor primarily employs the lecture method to impart the learning material, which restricts their ability to utilise infrastructure and facilities such as mind mapping and concentration for the students. This form of inquiry employs descriptive qualitative research methodology, specifically characterising a symptom associated with a current event. By utilising data collection methods such as documentation, interviews, and observation. Class V students served as the primary informants, while the Islamic Religious Education Instructor and the School Principal provided supplementary information. Following this, the author conducts data analysis through data reduction, data presentation, and conclusion drawing from the study. The findings of the study indicate that: 1) The expository method was implemented with PAI subjects. After conducting research on its learning applications, it has been optimised. Because educators possess a professional demeanour and impart knowledge in accordance with their academic credentials. 2) Possessing assets that serve as corroborating elements in the instructor's implementation and utilisation of learning resources pertaining to Islamic religious education that are accessible and deemed satisfactory in their efficacy. However, there are impediments: a) the teacher's capacity to design learning is constrained (insufficient), b) the length of the teacher's explanations is excessive, c) the reliance on textbooks lacks creativity and is monotonous, and d) educators' endeavours to surmount challenges are also hindered. when the expository method is applied to PAI subjects:. 3) Efforts made by educators to overcome inhibiting factors in the application of expository methods, especially in PAI subjects, can be overcome by developing expository methods, such as using teaching aids, and supplementing with worksheets, and using textbooks that are less imaginative, rigid, and emphasized. on factual learning, memorization, and so on. Thus, it can be stated that the application of the expository method in the implementation of the Islamic Religious Education learning process produces a good learning process and can improve student learning achievement.

This research is a Classroom Action Research (CAR) conducted at MI Darussalam Barang, X District, Y Regency, with the aim of improving student learning outcomes in Fiqh subjects, especially in Zakat Fitrah material, through the application of the Mind Mapping learning method. This research was conducted in two cycles, where each cycle consisted of two meetings that went through four stages: planning, action, observation, and reflection. This research was conducted because it was found that there were still students who had not achieved the Minimum Completion Criteria (KKM), caused by the lack of student involvement in learning, as well as the use of methods that were less effective and varied, resulting in a lack of enthusiasm for learning and boredom in students. The formulation of the problem in this study is: 1) How is the application of the Mind Mapping learning method to improve learning outcomes in the Fiqh subject of Zakat Fitrah in class IV MI Darussalam Barang? 2) How is the improvement in learning outcomes in the Fiqh subject of Zakat Fitrah after the application of the Mind Mapping method in class IV MI Darussalam Barang?The results of the study showed an increase in student learning outcomes on the subject of Zakat Fitrah after the Mind Mapping method was applied, which can be seen from the level of student learning completion in each cycle. In the pre-cycle, student completion was 46% with an average learning outcome of 70.36. In cycle I, completion increased to 82% with an average learning outcome of 81.61. In cycle II, completion reached 93% with an average learning outcome of 88.66, indicating a significant increase in student learning outcomes.

So far the education system in Indonesia has not optimally implemented: classroom learning so it does not accommodate the needs of each student. It is proven that remedial learning is still in demand to increase skills outside of class hours. This condition is a serious enough problem that parents are looking for options to increase their children's abilities through tutoring. Schools in all educational units should be able to apply the concept of differential learning, namely learning that prioritizes the learning needs of age to face challenges. However, this does not mean that differentiation learning provides different treatment. In fact, every child is unique, has different styles, interests and abilities. The results of  the counseling at Kumon prove the speed of students in answering 100 questions in 5 minutes. On average, students complete their assignments. Then the child learns to the next level. If they cannot reach the time limit, students will be motivated to repeat it until they meet the minimum time limit. The mind mapping and Kumon methods have similarities

The era of globalization brings changes by causing religion, which was originally a public issue, to turn into a privacy issue. The development of religion which has become a private matter makes teenagers as identity seekers tend to implement it. The purpose of this activity is to preserve Walisongo so that it is not eliminated from the historical facts of the spread of Islam. The method applied in this service is Participatory Action Research (PAR). The results of this service activity have a positive impact on teenagers because know more about the nine saints of God who spread Islam in the archipelago and increase their understanding of the character of the saints and their struggles. The impact of getting to know the teenagers in Bebekan Tengah Village, Taman District, Sidoarjo Regency increased their admiration for the walisongo struggle which resulted in an increase in pilgrimages to the walisongo graves.

This research aims to improve students' speaking skills through the mind mapping method for fifth grade students at SDN NO. 18 Bababulo Majene Regency. The subjects used in this research were 15 students. This research procedure consists of 4 stages per cycle, namely planning, implementing actions, observing and reflecting. The indicator of learning outcomes in this research is increasing speaking skills. The data collection was carried out using observation, evaluation and documentation techniques. The results of this study showed that there was an increase in student activity, namely in the first cycle 61.9%, an increase in the second cycle to 82.4%. There was an increase in learning outcomes from cycle I, obtaining an average score of 61.06% with learning completeness of 53.33%. In cycle II the average score was 75.4% with learning completeness 86.67%. Thus, it can be concluded that the use of the mind mapping method can improve speaking skills in class V students at SDN NO. 18 Bababulo Majene Regency.

This research aims to improve students' speaking skills through the mind mapping method for fifth grade students at SDN NO. 18 Bababulo Majene Regency. The subjects used in this research were 15 students. This research procedure consists of 4 stages per cycle, namely planning, implementing actions, observing and reflecting. The indicator of learning outcomes in this research is increasing speaking skills. The data collection was carried out using observation, evaluation and documentation techniques. The results of this study showed that there was an increase in student activity, namely in the first cycle 61.9%, an increase in the second cycle to 82.4%. There was an increase in learning outcomes from cycle I, obtaining an average score of 61.06% with learning completeness of 53.33%. In cycle II the average score was 75.4% with learning completeness 86.67%. Thus, it can be concluded that the use of the mind mapping method can improve speaking skills in class V students at SDN NO. 18 Bababulo Majene Regency.

This research aims to determine the effect of the mind map model on the ability to read and understand descriptive text in class VII students at SMPN 5 Pati in the 2023/2024 academic year. With a quantitative type of experiment, this research uses a pre-experimental design with the form of a one-group pretest-posttest design. The population taken was 8 classes in class VII of SMPN 5 Pati. This research took samples from class VII-E and used purposive sampling techniques. The data collected was analyzed using test and non-test techniques where non-test techniques included observation and documentation. Presentation of this research data is in quantitative descriptive form. Based on the calculation results of the hypothesis test, a value of 0.000<0.005 was obtained with a significance level (α) of 5%, so it was found that the results of Ha were accepted and H0 was rejected. These results show that the mind map model influences the ability to read and understand descriptive text in class VII students at SMPN 5 Pati in the 2023/2024 academic year. The research results show that the mind mapping model can make students more active, creative, and make it easier for students to understand the content of the reading.

This research was motivated by the imbalance between the amount of science subject matter and the time available, as well as the lack of facilities and infrastructure that support learning in schools. The aim of this research is to determine the effect of using mind mapping on student learning motivation and retention in class VIII biology lessons at MTS Maraqitta’llimat Tembeng Putik in Wanasaba, East Lombok. The method used in this research is Quasi Experiment. The population in this study was all class VIII MTs Maraqitta'limat Tembeng Putik, while the sample in this study was class VIII B as the experimental class and class VIII A as the control class taken using the cluster random sampling method. The data in this study was collected by providing a questionnaire with 30 statements to measure students' learning motivation and providing a test instrument with 20 short description questions to measure student retention. The data obtained was then analyzed using the Manova Test (Multivariate of Variants) with the help of SPSS. 24. The results of the hypothesis test show a significance value of 0.000. The significance value is less than 0.05. Based on these results, it can be concluded that firstly, the use of mind mapping has an effect on students' learning motivation in class VIII biology learning at MTS Maraqitta'limat Tembeng Putik lesson 2022/2023. Second, the use of mind mapping has an effect on student retention in class VIII biology learning at MTs Maraqitta'limat Tembeng Putik lesson 2022/2023.

This study aims to: 1) develop material for writing descriptive texts using a mind mapping model in Indonesian subjects; 2) analyze the feasibility of writing descriptive text material using the mind mapping model as teaching material in Indonesian language lessons in class VII junior high school. The development method used is the research and development method from Borg and Gall modified by Sugiyono with five stages. The development stages include analyzing potential and problems, collecting data, designing product development, validating, and revising products. The development was validated by two validators, namely material experts with an assessment reaching 86% included in the very feasible category, media expert validation with an assessment reaching 74% included in the feasible category. From the overall feasibility assessment of the teaching materials that have been presented, the descriptive text teaching materials using the Mind Mapping model for class VII have decent quality and can be accepted as one of the teaching materials.

The purpose of this research is to determine the positive and significant influence of the Mind Mapping Method on the learning motivation of class XI Christian religious education students at SMK Negeri 1 Siatas Barita. Tony Buzan's theory suggests that the Mind Mapping Method is a learning method that uses a note-taking strategy using keywords, image symbols, sounds, shapes and feelings. The method used in this research is a quantitative research method and the type of research is pre-experimental design in the form of "One Shot Case Study". The population was all class Data was collected using a positive closed questionnaire with 30 items, namely 15 items for variable Siatas Barita: 1) Test analysis requirements: a) positive relationship test obtained rxy = 0.591 > rtable(=0.05,n=34) = 0.339. b) Testing a significant relationship obtained a value of tcount= 4.140 > ttable(=0.05,dk=n-2=32)= 2.042. 2) Influence test: a) Regression equation test, obtained regression equation. b) Regression coefficient of determination test (r2) = 34.9%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(=0.05, dk numerator k=15, dk denominator=n-2=34-2=32) namely 17.14 > 2.01. Thus Ha is accepted and H0 is rejected.

As an effort to improve the learning process, this study aims to describe the effect of the Contextual Teaching and Learning (CTL) learning model with Fun Mind Mapping media on learning outcomes (cognitive, affective, psychomotor). The approach used in this research is a quantitative approach. The type of research used is a type of experimental research. The population in this study were all students of class VIII UPT SMP Negeri 3 Srengat. The sampling technique used was purposive sampling. The instruments used to measure learning outcomes are test questions and questionnaires. The data analysis technique used in this study is the data instrument test with the validity test and reliability test, the prerequisite test with the normality test and homogeneity test, and the hypothesis test with the t-test. The results showed that partially there was an influence of the Contextual Teaching and Learning (CTL) learning model with Fun Mind Mapping media on students' cognitive, affective, and psychomotor learning outcomes. This is evidenced by the results of data analysis with the help of SPSS 22 for windows on cognitive aspects 0.017 <0.05, affective aspects 0.046 <0.05, and psychomotor aspects 0.048 <0.05, which means H0 is rejected and H1 is accepted.

As an effort to improve the learning process, this study aims to describe the effect of the Contextual Teaching and Learning (CTL) learning model with Fun Mind Mapping media on learning outcomes (cognitive, affective, psychomotor). The approach used in this research is a quantitative approach. The type of research used is a type of experimental research. The population in this study were all students of class VIII UPT SMP Negeri 3 Srengat. The sampling technique used was purposive sampling. The instruments used to measure learning outcomes are test questions and questionnaires. The data analysis technique used in this study is the data instrument test with the validity test and reliability test, the prerequisite test with the normality test and homogeneity test, and the hypothesis test with the t-test. The results showed that partially there was an influence of the Contextual Teaching and Learning (CTL) learning model with Fun Mind Mapping media on students' cognitive, affective, and psychomotor learning outcomes. This is evidenced by the results of data analysis with the help of SPSS 22 for windows on cognitive aspects 0.017 <0.05, affective aspects 0.046 <0.05, and psychomotor aspects 0.048 <0.05, which means H0 is rejected and H1 is accepted.

This study aims to, (1) To find out the skills of writing procedural texts without using the mind mapping method in class VII students of SMP Negeri 1 Siantar in the 2022/2023 Academic Year. (2) To find out the skills of writing procedural texts using the mind mapping method in class VII students of SMP Negeri 1 Siantar in the 2022/2023 Academic Year. (3) To find out the effect of the mind mapping method on the skills of writing procedural texts in class VII students of Siantar 1 Middle School in the 2022/2023 Academic Year. The population in this study was students from VII SMP Negeri 1 Siantar with a sample size of 30 students using the Mind Mapping method. The instruments used in this study were writing procedural text contents, writing procedural text structures, writing procedural text writing rules and language features of procedural texts. The method used in this research is one group pretest-posttest. Data analysis techniques use analysis requirements tests, normality tests, and hypothesis tests. The research results during the pretest obtained an average of 60.47, and were included in the sufficient category. Meanwhile, the results of the posttest research obtained an average score of 88 and were included in the very good category. Through testing the hypothesis, namely tcount > ttable, namely 8.5047 > 2.0484, it can be concluded that there is a significant influence from the use of the Mind Mapping method on the Writing Skills of Procedure Text in Class VII Students of SMP Negeri 1 Siantar.

The aim of this research is to increase students' social studies learning motivation through the application of the mind mapping learning model, this is due to the low level of students' learning motivation towards social studies subjects at MTs Miftahul Huda Ngeni Wonotirto Blitar. This study uses a descriptive qualitative approach. Data collection techniques using interviews, observation, and documentation. The results of this research are (1) The steps for implementing the mind mapping learning model begin with determining the objectives to be achieved in learning, determining the material that will be presented in the mind map. After the material is determined, the next step is to prepare supporting tools. The next step is the learning process using the mind mapping learning model. (2) Student responses to the application of the mind mapping learning model get a good response from students. Students are more enthusiastic when learning activities use the mind mapping learning model. (3) The implications of applying the mind mapping learning model are a) students are interested in paying attention to the material presented, b) students become easier to understand the material, c) students become more enthusiastic about learning than usual, d) students become more active in learning activities using mind mapping model, e) student learning motivation has increased, besides that it will affect student learning outcomes.  

The aim of this research is to increase students' social studies learning motivation through the application of the mind mapping learning model, this is due to the low level of students' learning motivation towards social studies subjects at MTs Miftahul Huda Ngeni Wonotirto Blitar. This study uses a descriptive qualitative approach. Data collection techniques using interviews, observation, and documentation. The results of this research are (1) The steps for implementing the mind mapping learning model begin with determining the objectives to be achieved in learning, determining the material that will be presented in the mind map. After the material is determined, the next step is to prepare supporting tools. The next step is the learning process using the mind mapping learning model. (2) Student responses to the application of the mind mapping learning model get a good response from students. Students are more enthusiastic when learning activities use the mind mapping learning model. (3) The implications of applying the mind mapping learning model are a) students are interested in paying attention to the material presented, b) students become easier to understand the material, c) students become more enthusiastic about learning than usual, d) students become more active in learning activities using mind mapping model, e) student learning motivation has increased, besides that it will affect student learning outcomes.  

This research is based on a problem found in one of the Madrasah Aliyah schools, namely the model used is not diverse enough that it is considered boring. When learning accepts students feel bored and bored. So that learning activities in class tend to be more rigid and passive. The purpose of this study was to analyze students' responses to the model. learning RMS (Reading, Mind mapping, and Sharing) on ​​Virus material. The research method used is Quasi Experimental (Quasi Experimental). Obtaining data in this study showed that the average student response was 77% in the good category. Thus it can be concluded that students' responses to the RMS learning model (Reading, Mind mapping, and Sharing) on ​​Virus material can be used because it is more fun so it can be used as an alternative. Students are expected to have the same opportunity to develop, and it is recommended that research is conducted to examine more deeply. more about student responses. against models. RMS learning (Reading, Mind mapping, and Sharing) on ​​other Virus materials.

The non-optimal ability to write poetry of high school students in class XI Negeri 1 Tanggetada in the 2022/2023 academic year can be seen from the initial observations which illustrate that the learning has not run optimally. To improve the ability to write poetry, teachers need to choose the right strategy, namely the mind mapping strategy. The data in this study were obtained from a poetry writing ability test and then analyzed descriptively. The description of the research results based on the initial observation of learning students are less active, easily bored, and students pay less attention to the teacher's explanation, so that the average student score is only 63 with 22% learning completeness. After the first cycle of action, the average value of students increased to 67 with 69% learning completeness. In cycle II, the results of the action showed that the mastery of the material after being given a test of students' poetry writing skills increased to an average of 78 with 94% learning completeness. Learning completeness with percentage calculations in cycle II has met the success indicators set in this study and the cycle is declared discontinued. The conclusion is that through the application of mind mapping strategy, it can improve students' poetry writing ability.

The implementation of the 2013 curriculum learning which is now being held in several schools, emphasizes the learning process based on the development of students' cognitive activities that are creative and productive. Puskurbuk (retnawati, 2016) argues that the 2013 curriculum is required to be able to produce productive, creative, innovative and affective human resources, through strengthening attitudes, knowledge, and skills competencies. Think creatively so innovations and ideas will emerge including using puzzles, puzzles are a method that is very enjoyable and is able to make class consistency in learning creative, innovative and fun, the puzzle method is also very stable when combined between thinking learning and puzzles which hopefully can become a good collaboration and effect in a lesson. The purpose of this research is to find out the collaboration of thinking learning and puzzles in increasing the creativity of students at the smpit at taisiriyah sukabumi after using this method. This research method is a qualitative research conducted on October 23, 2022 to October 26, 2022. The place of this research is at the taisiriyah school of Sukabumi. The object of research is class VIII at smpit at taisiriyah Sukabumi. The results of the collaborative thinking learning and puzzles themselves can increase student learning creativity, this can be seen from the achievement of very high indicators of creativity. For students who have advantages or tend to learn more easily by means of audio less portion because this learning character focuses more on pictures or illustrations. The material is appropriate for learning other general subjects. Conclusion Collaborative thinking learning and puzzles can help students better understand various concepts, improve memory, and simply make learning more interesting. It is very beneficial to apply mind mapping to various fields of teaching and study

Hasil observasi di lapangan bahwa 1) Guru dan siswa membutuhkan media permainan yang dapat meningkatkan bahasa anak. Media yang dimaksud adalah media yang terbuat dari bahan ringan, contohnya dari kayu dan plastic dan hemat serta mudah dibawa, selain itu media yang diharapkan dapat memberi daya tarik bagi anak dalam melakukan permainan dengan media tersebut. 2) Desain pengembangan media permainan buy and sell berbasis mind mapping terdiri dari beberapa tahap. Tahap pertama yaitu gambar mind mapping dengan kombinasi warna gambar mind mapping ini terdiri dari tiga jenis gambar yaitu gambar pada toko indah, toko ceria dan toko bahagia, kemudian buah-buah mainan yang dijual yang terdiri dari buah jambu, belimbing, pisang, sirkaya dan jeruk serta buah salak, kemudian kotak penjualan.

Character education has been rolled out since 2010 and is still valid today. In character education there are several values, one of which is responsibility. The character of responsibility is very important so that the school becomes a self-development institution to achieve success. Depletion of awareness and even loss of the character of responsibility in students which hinders learning activities so that this should not happen (Kamila, 2013). This study focuses on definitions, benefits, and strategies in learning to improve the character of student responsibility in schools. The results of this study include: 1) character refers to a series of attitudes, behaviors, motivations, and skills, while the character of responsibility is the attitude and behavior of a person to carry out the duties and obligations that he should do to yourself, society, environment (natural, social, and cultural), the State and God Almighty; 2) the benefits of the character of responsibility are that it can improve the quality of learning in the classroom and can improve school quality standards; 3) the character of responsibility can be done with a mind mapping strategy, inquiring mind what to know, CRH, NHT, and Quiz Team. This study concludes that the character of responsibility and learning must be carried out as one of the character education in schools through several strategies.