Revitalization of Islamic Story Learning in Islamic Religious Education through the Development of Mind Mapping-Based Teaching Materials
DOI:
https://doi.org/10.71392/ejip.v4i1.90Keywords:
Islamic Religious Education, Islamic Stories, Mind MappingAbstract
This study aims to develop Islamic Religious Education (PAI) teaching materials based on Islamic stories with a mind-mapping approach to improve elementary school students’ understanding of religious values . The background of this study is based on the lack of innovative and contextual learning media in PAI learning, especially in Islamic story material. This study uses the Borg and Gall Research and Development (R&D) model, which is simplified into five stages: preliminary study, product design, expert validation, limited trials, and field trials. Data collection techniques include interviews, observations, documentation, and written tests. The results of the study showed that the teaching materials developed were considered very valid by the Material Teacher (score 92%) and Media Teacher (score 88%) and were stated as very practical by teachers (score 91%) and students (score 89%). The effectiveness test showed an increase in the average score from the pretest 65.2 to the posttest 84.7, with the results of the paired sample t-test of Sig. (2-tailed) = 0.000. This study has implications for strengthening Islamic Religious Education learning in line with the principles of the Independent Curriculum, namely active, reflective, and meaningful learning.
References
Alhajaji, B. H., Algmadi, J. S., & Metwally, A. A. (2020). Exploring the success of GMT technique: Games, mind-mapping, and twitter hashtags in teaching vocabulary in EFL higher education environment. International Journal of Higher Education, 9(3), 290–299. https://doi.org/10.5430/ijhe.v9n3p290
Alnaif, F., & Alzoubi, A. (2021). The Effectiveness of a Training Program Based on Action Research in Developing Critical Thinking Skills of 8th Grade Students. Dirasat: Human and Social Sciences, 48(4), 94–109. https://doi.org/10.1080/2331186X.2024.2413235
Chen, T. L., Hsiao, T. C., Kang, T. C., Wu, T. Y., & Chen, C. C. (2020). Learning programming language in higher education for sustainable development: Point-earning bidding method. Sustainability (Switzerland), 12(11). https://doi.org/10.3390/su12114489
Chen, X., Xie, H., Zou, D., & Wang, F. L. (2023). ChatGPT for generating stories and mind-maps in storytelling. In Proceedings of the 2023 IEEE International Conference on Behavioural and Social Computing, BESC 2023. https://doi.org/10.1109/BESC59560.2023.10386441
Choiseul-praslin, B. B., Papay, C., Grigal, M., Migliore, A., & Chen, J. (2022). Parent Expectations for Youth with Intellectual Disability and Autism Compared with Other Youth. Fast Facts, 33.
Dakir, Zamroni, Wibowo, A., Rozi, F., Misroto, Anshori, A. M., Sukkur, & Bon, A. T. (2021). Efforts to improve student learning outcomes; identification of learning models in madrasah. Proceedings of the International Conference on Industrial Engineering and Operations Management, 7101–7106. https://doi.org/10.46254/an11.20211241
Harmsen, S., Nabuurs, J. A., Lehman de Lehnsfeld, L. F., van der Meij, M. G., Broerse, J. E. W., & Pittens, C. A. C. M. (2022). Mapping the complex everyday challenges and needs of people with rheumatic disease and their surroundings using a multi-actor approach. Musculoskeletal Care, 20(4), 873–891. https://doi.org/10.1002/msc.1639
Hasanah, R., Munawwaroh, I., Qushwa, F. G., & Agus R, A. H. (2024). Pengembangan Career Adaptability Melalui Inovasi Sumber Daya Manusia. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(1), 169–178. https://doi.org/10.62775/edukasia.v5i1.734
Hayes, C., & Graham, Y. (2020). Understanding the building of professional identities with the LEGO® SERIOUS PLAY® method using situational mapping and analysis. Higher Education, Skills and Work-Based Learning, 10(1), 99–112. https://doi.org/10.1108/HESWBL-05-2019-0069
Hidayah, H., Qushwa, F. G., Munawwaroh, I., Putri, D. F., & Hasanah, R. (2024). Leadership Transformation and Organizational Strengthening in Improving Collaboration and Operational Effectiveness of Islamic Boarding Schools. Journal of Social Studies and Education, 1(2), 126–139.
Huck, C., Zhang, J., Garby, L., & Li, X. (2023). Development of an Instrument to Assess Teacher Perceptions of Social Emotional Learning (SEL) in PK-12 Schools. Educational Research and Development Journal, 24(1), 24–42.
Jia, Y., Wang, X. E., Sin, Z. P. T., Li, C., Ng, P. H. F., Huang, X., Baciu, G., Cao, J., & Li, Q. (2024). Knowledge-Graph-Driven Mind Mapping for Immersive Collaborative Learning: A Pilot Study in Edu-Metaverse. IEEE Transactions on Learning Technologies, 17, 1834–1848. https://doi.org/10.1109/TLT.2024.3406638
Kadish, R. (2023). “Novel Philosophy”: Mapping a Path for a Woman in the Radical Enlightenment. In Pluralizing Philosophy’s Past: New Reflections in the History of Philosophy (pp. 149–162). https://doi.org/10.1007/978-3-031-13405-0_11
Kim, H. J., Gray, S., & Lange, C. (2024). Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study. RELC Journal, 55(1), 79–95. https://doi.org/10.1177/00336882211066624
Liao, M., & Wu, J. F. (2022). A Bibliometric Analysis of Embodied Cognition Based on CNKI from 2005 to 2021. International Journal of Modern Education and Computer Science, 14(5), 34–43. https://doi.org/10.5815/ijmecs.2022.05.04
Liu, Q. L., Zhang, J., Zhang, J., & Huo, R. (2022). The influence of mind mapping schema health education on postoperative self-care ability of patients with enterostomy. Chinese Journal of General Practice, 20(9), 1615–1619. https://doi.org/10.16766/j.cnki.issn.1674-4152.002662
MacIsaac, S., Gray, S., Camacho-Miñano, M. J., Rich, E., & Kumpulainen, K. (2024). Critical engagement with digital health: A socio-material analysis of physical education teachers’ digital health mind maps. Health Education Journal, 83(4), 437–449. https://doi.org/10.1177/00178969241255222
Mukherjee, A., & Fernandes, V. (2024). International Graduate Research Students: Evolving Academic Identities. Journal of International Students, 14(4), 841–861. https://doi.org/10.32674/jis.v14i4.6420
Palmer, L. R. J., Sumanapala, D. K., Mareschal, D., & Dumontheil, I. (2025). Neural Associations between Inhibitory Control and Counterintuitive Reasoning in Science and Maths in Primary School Children. Journal of Cognitive Neuroscience, 37(5), 915–940. https://doi.org/10.1162/jocn_a_02303
Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00688-y
Poobrasert, O., & Phaykrew, S. (2021). Assistive Technology-Enhanced Learning in the Digital Era for LD Students. In 2021 IEEE International Conference on Educational Technology, ICET 2021 (pp. 126–129). https://doi.org/10.1109/ICET52293.2021.9563182
Quarmby, T., & Luguetti, C. (2023). Rethinking pedagogical practices with care-experienced young people: lessons from a sport-based programme analysed through a Freirean lens. Physical Education and Sport Pedagogy, 28(3), 276–290. https://doi.org/10.1080/17408989.2021.1976742
Sengupta, S., & Vaish, A. (2024). A study on social media and higher education during the COVID-19 pandemic. Universal Access in the Information Society, 23(3), 1249–1271. https://doi.org/10.1007/s10209-023-00988-x
Sermsri, N., Sukkamart, A., & Kantathanawat, T. (2022). Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model. Journal of Higher Education Theory and Practice, 22(16), 87–99. https://doi.org/10.33423/jhetp.v22i16.5603
Smith, A. W. (2022). Everyone Is Always Aging: Glocalizing Digital Experiences by Considering the Oldest Cohort of Users. Technical Communication, 69(4), 64–78. https://doi.org/10.55177/tc674376
Suardana, I. N., Redhana, I. W., & Yunithasari, N. P. M. (2020). Students’ critical thinking skills comparison in discovery learning based on constructing concept mapping and mind mapping. In Journal of Physics: Conference Series (Vol. 1521, Issue 4). https://doi.org/10.1088/1742-6596/1521/4/042089
Tang, M., & Johnson, J. M. (2020). Concept maps as a technique for organizing, analyzing, and transforming knowledge. In Handbook of Research on Modern Educational Technologies, Applications, and Management (2 Vol.) (pp. 762–777). https://doi.org/10.4018/978-1-7998-3476-2.ch047
Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68(6), 3527–3545. https://doi.org/10.1007/s11423-020-09868-0
Zhu, B. L., Wang, M., Zhu, W., Wang, F. F., Li, Y. Z., & Ma, S. Y. (2020). The application of the mind map in the scenario simulation of basic nursing skills. Chinese Journal of Nursing Education, 17(7), 638–643. https://doi.org/10.3761/j.issn.1672-9234.2020.07.014
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Masrurih, Uthman Shehu Lawal (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
