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This study aims to improve students' understanding of the obligation to serve their parents through the application of mind mapping in the 11th-grade Al-Qur'an and Hadith subject at MA NU Maron. The background of this study was the lack of student understanding of the material presented using conventional methods, necessitating learning innovations that are engaging and motivating. This study used a Classroom Action Research (CAR) approach, implemented in two cycles. Each cycle included planning, implementation, observation, and reflection. The research instruments consisted of comprehension tests, observation sheets, and documentation. The results showed that the application of the mind mapping method increased student engagement in the learning process, facilitated their understanding of the material, and strengthened their memory. In the first cycle, students' learning achievement showed an initial increase, and in the second cycle, the results improved significantly, reaching the specified success indicator. Thus, it can be concluded that the mind mapping method is effective in improving students' understanding of the Al-Qur'an and Hadith subject, particularly the material on the obligation to serve their parents.

This study aims to improve students’ learning activities and learning outcomes in history learning through the implementation of a digital visual-based mind mapping method at SD Plus Asy-Syafi’iyah Nabire, Central Papua. This research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects consisted of 40 students. Data were collected through observation of students’ learning activities, learning achievement tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the average score of students’ learning activities increased from 2.0 in the pre-cycle to 3.6 in the second cycle. In addition, the average learning achievement score increased from 62.4 in the pre-cycle to 83.6 in the second cycle, with classical mastery reaching 90%. These findings demonstrate that the digital visual-based mind mapping method is effective in improving students’ learning activities and learning outcomes in elementary school history learning.

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 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 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 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.  

The abstract of this research discusses Mind Map learning assistance as a method to facilitate visual-based summary of lesson material for Sukosari Mantup Lamongan Elementary School students. The Mind Map  method was chosen because of its ability to improve students' understanding and memory through information visualization. Mentoring activities are carried out in three stages: preparation, implementation and evaluation. In the preparation stage, the service team prepares the necessary materials and tools. During implementation, students are taught how to make Mind Map  s using concrete examples, so they can understand how to summarize material effectively. The results of this activity show that students are able to summarize the material better using the Mind Map method. Students' enthusiasm increases, and they demonstrate better abilities in understanding and summarizing lesson information. This research concludes that the use of Mind Map  as a learning method has a positive impact on the teaching and learning process in the classroom, and can be an interesting alternative for students in understanding lesson material visually.

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.

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.

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.

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.

Penelitian ini bertujuan untuk mengetahui Penerapan Teknik Mind Mapping Untuk Meningkatkan Keterampilan Menulis Cerpen Siswa  Kelas SMA Negeri 1 Badar Tahun Pembelajaran 2021/2022. Sampel dalam penelitian ini siswa 28 yaitu Kelas XI IPA Plus yang diambil menggunakan teknik purposif sampling atau pengambilan sampel yang ditentukan. Strategi yang digunakan dalam metodologi kuantitatif .Adapun alasan penelitian menggunakan teknik purposive adalah kelas tersebut merupakan kelas yang belum pernah dilakukan penelitian dengan judul yang sama. Adapun hasil penelitian dan pembahasan yang telah diuraikan pada Bab IV, maka dapat disimpulkan bahwa Penerapan Metode  Teknik Mind Mapping Sebagai  Keterampilan Menulis Cerpen pada Siswa Kelas XI SMA  Negeri  1  Badar Tahun Keterampilan 2021/2022. Hal itu terbukti dari nilai rata-rata tes awal Keterampilan Menulis Cerpen siswa adalah sebesar 60.71 dengan standar deviasinya sebesar 7.16 dan mengalami peningkatan nilai hasil tes akhirnya dengan nilai rata-ratanya sebesar 83.57 dengan standar deviasinya sebesar 5.65 Berdasarkan data hasil tes awal dan tes akhir siswa tersebut dan jika dikaitkan dengan nilai KKM bahasa Indonesia untuk  SMA  sebesar 75, maka Keterampilan Menulis Cerpen untuk tes akhir siswa termasuk dalam Kemampuan baik.  Pada nilai tobservasi > ttabel yakni 12.98 > 2,05 maka dengan demikian dari hasil pengujian hipotesis di atas diperoleh kesimpulan bahwa ada Peningkatan Penerapan Metode Teknik Mind Mapping Sebagai Upaya Keterampilan Menulis Cerpen pada Siswa Kelas XI SMA  Negeri  1  Badar Tahun Keterampilan 2021/2022

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan menulis teks deskripsi melalui penerapan metode sord card pada siswa kelas VII SMP Negeri 3 Lawe Alas Tahun Pembelajaran 2021/2022. Adapun yang menjadi populasi dan sampel dalam penelitian ini adalah seluruh siswa kelas VII yang berjumlah 25 orang. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan one group pretest and postest design dengan analisis data menggunakan uji “t”. Dari pengelolahan data di peroleh nilai rata-rata tes awal menulis teks deskripsi oleh siswa sebesar 42,4 dan termasuk dalam kategori kurang, dengan standar deviasinya sebesar 2,93 dan mengalami peningkatan nilai hasil tes akhirnya dengan nilai rata-rata sebesar 82,4 dan termasuk dalam kategori baik, dengan standard deviasinya sebesar 2,55. Berdasarkan hasil nilai tes awal dan tes akhir siswa tersebut dan jika di kaitkan dengan nilai KKM mata pelajaran bahasa Indonesia untuk SMP sebesar 70 maka kemampuan menulis teks deskripsi siswa termasuk dalam kategori baik. Dari pengujian hipotesis diperoleh nilai t hitung = 51,95 dan di konsultasikan dengan nilai  pada taraf signifikan 5% = 2,064 dengan demikian > atau 51,95> 2,064 maka hipotesis di terima. Jadi dapat disimpulkan bahwa ada peningkatan kemampuan menulis teks deskripsi melalui metode sord card pada siswa kelas VII SMP Negeri 3 Lawe Alas Tahun Pembelajaran 2021/2022.  

This study discusses the application of the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi. The purpose of this study was to find out whether the application of the Mind Mapping method in PAI learning at SMK Karya Guna 1 Bekasi in Class XI was successful or not. The purpose of this research is to prove that by applying the Mind Mapping method to pie learning in schools. By applying the Mind Mapping method it can stimulate students to be active in class, and be able to discuss with peers, and also be able to solve problems by discussing. In this study it can be proven that one of the ways to arouse student activity is to use the Mind Mapping method in teaching PAI at school. Based on the results of this study, it can be seen that applying the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi is well implemented. This can be proven by the application of the Mind Mapping method to PAI learning at SMK Karya Guna 1 Bekasi. Using this method can produce active and critical students in dealing with problems, as well as being able to discuss and respect friends' opinions when discussing, increasing the level of independence in learning. Not only using the discussion method, the teacher must also provide motivation in learning so that students can learn optimally.

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%.