Implementation of the Mind Mapping Learning Model to Improve Fiqh Learning Outcomes of Madrasah Ibtidaiyah Students

Abstract

This study aims to examine the implementation of the Mind Mapping learning model to improve students’ learning outcomes in Fiqh. This study employed a classroom action research design conducted in two cycles, involving 20 fourth-grade students during the first semester, consisting of 7 male and 13 female students. Data were collected through learning outcome tests and analyzed using quantitative descriptive techniques. The results showed that the average percentage of students’ learning outcomes increased from 73.5% in the first cycle, categorized as moderate, to 85% in the second cycle, categorized as high. Similarly, the class-wide mastery rate increased from 65% in the first cycle to 85% in the second cycle. These findings demonstrate that implementing the Mind Mapping learning model can improve students’ learning outcomes in Fiqh. The improvement between the two cycles also indicates that mind mapping can foster more active, creative, and systematic learning experiences, transforming classroom activities from passive and monotonous practices into more engaging and structured learning processes. Therefore, the Mind Mapping learning model offers an innovative alternative for improving the quality of Islamic education, particularly in elementary-level madrasahs.