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Tujuan dari pengabdian  ini yaitu untuk menerapkan metode pembelajaran Mind Mapping pada materi PAI di tingkat sekolah menengah. Metode penelitian ini menerapkan metode deskriptif kualitatif mengambil subjek 30 siswa kelas XI yang dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi. Pemicu kebiasaan siswa menyukai hal yang selesai dalam berbagai aktivitas ternyata menjadi permasalahan bagi siswa saat meningkatkan daya kreatifitas pemikirannya sehingga berdampak pada kurangnya kreatifitas siswa dalam mengelola materi pembelajaran dan meningkatkan keaktifan siswa. Hasil penelitian ini menyajikan bahwa dengan metode mind mapping siswa mampu menuangkan kreatifitasnya dengan memahami materi pelajaran PAI sehingga proses nalar kreatifnya dapat meningkat. Metode tersebut sangat efektif dan menjadi rekomendasi untuk pendidik dalam menyampaikan materi pembelajaran PAI di dalam kelas.  

This research is motivated by the problem of lack of motivation and attention of students in following the teaching and learning process in the classroom because teaching and learning activities still use conventional methods. This makes students have difficulty in understanding the material being studied so that basic competencies and KKM are not achieved. This study uses the Research and Development (RnD) product development method, using 6 out of 10 research stages, namely potential and problems, data collection, product design, design validation, design improvement and product testing. In this study, researchers used multimedia with the Mind Map method as an interesting learning medium by using a computer that can display text, images, video, and audio so that the learning process is more enjoyable for students. The results of this study are multimedia-based learning media using the Mind Map method. The validity value of media experts is 3.6 which is declared feasible, while the validity value of material experts is 3.8 which is declared feasible, and increases students' understanding and interest as users from 61% initially to increase to 86.11%.

This paper focuses on unlocking the creative potential of architecture students through an exploration of the Four C model of creativity. This model extends the traditional understanding of creativity and offers a comprehensive framework for fostering innovation in architecture. It introduces "mini-c" and "Pro-c" dimensions, highlighting creativity within the learning process and the attainment of professional expertise. Architecture demands a blend of technical skills and artistic expression for effective communication of ideas. However, nurturing creative thinking among architecture students faces challenges, including fear of experimentation and traditional teaching methods. To address these obstacles, the paper suggests integrating problem-based learning (PBL) and mind mapping techniques. PBL encourages collaboration and critical thinking, while mind mapping stimulates visual and associative thinking, aiding idea generation and organization. Additionally, the role of technology in architecture education is explored, emphasizing the benefits of mixed learning environments that enhance collaboration and creativity. Embracing technology readiness equips students with tools to tackle real-world challenges and create innovative designs. In conclusion, this paper underscores the importance of creative thinking in architectural design and its implications for the discipline's future. By adopting the Four C model, implementing PBL with mind mapping, and leveraging technology, educators can revolutionize architecture education, nurturing a new generation of architects prepared to shape the evolving world with imaginative and visionary designs.