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This research aims to analyze bibliometric data using the supporting application Publish or Perish and mapping tools in VOSviewer with data in RIS format. The method used is descriptive quantitative to examine how Project-Based Learning can enhance creativity skills in entrepreneurship. From the search results, 200 journals were found from the years 2015-2024, which were then grouped into three categories based on their publication year. After categorizing the journal data, the most published articles were in 2022, indicating an opportunity for further research on the theme of entrepreneurial creativity. Entrepreneurial creativity can be possessed by students and can be developed through education. Entrepreneurship education is crucial to fostering creativity, innovation, and entrepreneurship, and provides information to those who wish to establish small-scale businesses. Entrepreneurship education can turn an individual into an entrepreneur and positively influence entrepreneurial attitudes and innovation. Entrepreneurship education not only imparts practical knowledge on how to start and manage a business but also plays a vital role in developing an entrepreneurial mindset, attitude, and skills such as perseverance, resilience to failure, and the desire to learn and grow. Project-based learning models can be used to enhance entrepreneurial motivation, as students not only understand the ideas but can also explain the importance of the knowledge and skills acquired.

Social studies learning as one of the progmatic components in the school curriculum is actually expected to support the achievement of the ideal goals of education. Through social studies education, students are fostered and developed their intellectual mental abilities to become citizens who are skilled and socially concerned and responsible in accordance with the values contained in Pancasila. Social studies learning contained in the educational curriculum is a simplification of learning materials from social science knowledge or concepts. The method in this study is research using a quantitative research approach. This research is descriptive. The sample in this study was 30 students of grade VIIIA (control) and VIIIB (experiment) of SMP Kristen Taaba District. Data collection techniques using test questions and documentation. Based on the results of research and discussion, and data analysis carried out, it can be concluded that the mind mapping learning model can affect the learning outcomes of social studies class VIII SMP Kristen Taaba District. Indicators of the assessment of learning outcomes can be seen from the students' posttest scores have increased. Based on the research objectives with the t-test hypothesis, an sg (2 – Tailed) value of < 0.05 is obtained which is 0.000 so that H0 is rejected meaning that there is an influence of the mind mapping learning model on the learning outcomes of social studies class VIII SMP Kristen Taaba District. In other words, the mind mapping learning model affects learning outcomes with categories that are quite effective.

This community service project addresses the issue of teaching Information and Communication Technology (ICT) in Semarang Regency, which is still dominated by linear methods and lacks visualization, hindering students' comprehension of complex ICT concepts. The goal is to enhance educators' ability to design visual-based teaching modules supported by Dual Coding Theory and Constructivism. The solution provided was an intensive workshop and collaborative mentoring on both manual and digital mind mapping techniques. The results showed a significant increase in educators' cognitive competency, indicated by the average score rising from 55.4% on the pre-test to 88.2% on the post-test. Participants successfully designed digital mind map-based ICT modules with an average product quality score of 88.9%. This success proves the effectiveness of mind mapping as a pedagogical tool for transforming ICT learning into a more active, visual, and structured experience.

This study is a Classroom Action Research (CAR) aimed at improving students' critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun through the implementation of the Mind Mapping Method. The study was conducted in two cycles with four stages in each cycle: planning, implementation, observation, and reflection. The subjects of this study were 24 students from class X who participated in the implementation of this method. Data were collected through observation, interviews, and documentation to assess the development of students' critical thinking abilities. The results showed an improvement in critical thinking skills in each cycle. In cycle I, students' critical thinking skills reached 87.5% with an excellent category, while in cycle II, it increased to 93.57% with an excellent category. This improvement demonstrates the effectiveness of the Mind Mapping Method in helping students organize ideas, connect concepts, and analyze learning materials more systematically. Therefore, this study proves that the Mind Mapping-based learning method can be an effective alternative in improving critical thinking skills in Islamic Religious Education at SMK Negeri 7 Sarolangun. The implications of these findings highlight the importance of innovative teaching methods to support the optimal development of students' critical thinking abilities.

This research aims to measure the level of enthusiasm and understanding of third grade students at SDN 1 Karangantu in learning about the culture of Yogyakarta Special Region using mind mapping learning media. The background of this research is the need for innovative learning methods that can increase student engagement and understanding of the material, especially about culture. The research method used is descriptive qualitative with a literature approach and field review. Data was collected based on scientific literature and field observation review at SDN 1 Karangantu to measure students' enthusiasm and understanding of learning using mind mapping. The research subjects were all third grade students of SDN 1 Karangantu. The results showed that the use of mind mapping media has a positive impact on students' learning enthusiasm, which can be seen from their active participation and interest in learning activities. In addition, students' learning understanding of DIY culture also increased significantly. This indicates that mind mapping is effective as a learning medium that can help students organise information, understand concepts, and remember details of DIY culture better.

This study aims to examine the effectiveness of various innovative learning models on improving student learning outcomes and mathematical skills at the junior high school and senior high school levels. The method used is a literarure study of previous research results that applied learning models such as the Flipped Classroom, Project-Based Learning (PjBL), Peer-Led Team Learning (PLTL), Discovery Learning, Mind Mapping, and other cooperative learning models. The analysis results indicate that these models generally have a positive impact on enhancing students' learning engagement, critical and creative thinking skills, numeracy skills, mathematical communication, and problem-solving abilities. These findings reinforce the urgency of adopting student-centred learning approaches based on higher-order thinking skills (HOTS). Therefore, it is recommended that teachers continue to develop the application of innovative learning models in accordance with the characteristics of students and supported by educational policies that encourage innovation and continuous training. This research is expected to serve as a reference for educators and policymakers in designing more effective and meaningful learning.   

This research aims to improve the writing skills of elementary school students through the application of mind mapping techniques. The background of this research is based on the low writing ability of students, especially in developing ideas and composing coherent and coherent paragraphs. This study uses the Classroom Action Research (PTK) method which is carried out in two cycles in grade V of elementary school. Each cycle consists of planning, implementation of actions, observation, and reflection. Data collection techniques are carried out through essay writing tests, observation of student activities, and documentation of student work. The results of the study show that the mind mapping technique can help students in systematically compiling ideas before writing, making it easier for them to develop their essays. In the first cycle, only 48% of students achieved the Minimum Completeness Criteria (KKM). After improvements were made in cycle II, completeness increased to 84%. In addition to the increase in writing results, there is also an increase in motivation and active participation of students in the writing learning process. In conclusion, mind mapping techniques have proven to be effective in improving the writing skills of elementary school students. This strategy can be used as an alternative in learning Indonesian to create a more creative, structured, and fun learning atmosphere.

Education in the modern era faces major challenges in developing students' understanding and creativity amidst limited resources and time. One potential solution that can improve the quality of learning is the mindmapping method, which is known to help students organize ideas and information visually, thereby improving their understanding and creativity. This study aims to explore the effectiveness of using mind mapping in learning, with a focus on its influence on students' understanding of the material and creativity. The method used in this study is a qualitative approach with library research, where data is obtained from journal articles, books, and other relevant sources that discuss mind mapping in the context of education. The results of the discussion show that mind mapping has proven effective in facilitating students' understanding of the concepts taught and stimulating their creativity in solving problems. By using visualization techniques, students can connect various ideas and information that were previously separate. The conclusion of this study confirms that mind mapping is an effective method for improving students' understanding and creativity, and can be applied in various learning contexts to support students' cognitive and creative development. This study also provides recommendations for educators to integrate mindmapping into their teaching methods.

The purpose of this research is to find out whether the learning method using mind mapping and listening to classical music can improve student learning outcomes. The research design is an experimental design. Specifically using the pretest-posttest Control Group Design. Based on the results of the calculation of the N-gain test, the experimental group's score was 90.44%, where this average category was effective in increasing the learning outcomes of class XI high school students. Based on the results of the calculation of the N-gain test, the control group's score was 57.42%, where this average category was effective enough to improve the learning outcomes of class XI high school students.

Summarizing Arabic texts plays a crucial role in understanding and disseminating knowledge. In Arabic language learning, there is a concept known as Naht, which is the process of simplifying or condensing lengthy and complex texts into a shorter form without diminishing the core meaning contained within them. However, in reality, many students still struggle to summarize Arabic texts due to less interactive teaching methods, resulting in passive attitudes and a lack of self-confidence among students. This study aims to develop more interactive teaching techniques to enhance student participation while supporting their critical thinking skills, particularly in the ability to summarize after reading Arabic texts. This research employs a qualitative approach with descriptive methods through observation, interviews, and documentation. The results show that the application of interactive methods such as group discussions and mind mapping positively impacts students' ability to summarize Arabic texts and develop critical thinking skills. Group discussions help deepen understanding and boost students' confidence, while mind mapping facilitates the identification of core material and makes learning more engaging and easier to remember. This technique has proven effective in improving summarization skills and sharpening critical thinking, thus it is recommended for teachers to implement and further develop it in order to create an optimal learning process for students at Madrasah Ibtidaiyah Izzul Islam.

This study aims to analyze the application of the Mind Mapping method in learning the Al-Qur'an Hadith in class X MA ANNAZHAR and measure its effectiveness in improving student understanding. This study uses a qualitative approach with a case study design that will be involved in in-depth interviews, participatory observations, and Focus Group Discussions (FGD). The results of the study indicate that the application of this method has a positive effect on a more systematic understanding of the relationship between Quranic poetry and hadith. Using branching diagrams allows students to better remember and understand the material, and feel more motivated and active in the learning process. Although there are several obstacles, such as time constraints and students' initial understanding of this technique, overall, the Mind Mapping method has proven effective in improving student understanding and learning outcomes. To optimize the application of this method, several suggestions are given, including training for teachers in teaching and demonstrating the effective use of concept maps, as well as more systematic time management in the curriculum. Initial provision is also needed for students so that they can use it with confidence. In addition, long-term evaluation is needed to assess the effectiveness of this method in maintaining students' understanding of the Al-Qur'an Hadith material, so that appropriate corrective steps can be taken to improve the quality of learning.  

This study aims to analyze the impact of mind mapping on reading comprehension skills among elementary school students (SD/MI). In this journal, the approach used is a literature review by analyzing various relevant sources related to the influence of mind mapping on reading comprehension skills in SD/MI. This method aims to collect, evaluate, and summarize existing information in the literature, including journal articles, books, and credible online sources. The results of the analysis indicate that students who utilize mind mapping experience a significant improvement in their reading comprehension abilities. These findings suggest that mind mapping can be an effective strategy for enhancing students' reading comprehension by helping them organize information visually and facilitating a more interactive learning process. This study recommends that teachers consider incorporating mind mapping into their teaching practices to improve the quality of reading comprehension among students in SD/MI.