KONSEP MINDMAPPING DAN RELEVANSINYA TERHADAP KONEKTIVITAS BELAJAR SISWA
Main Article Content
Abstract
Mindmapping is a visual learning technique that organizes information in a branched and structured thought map. This concept was developed to help students understand, remember, and connect various ideas or learning materials more systematically. This study aims to examine the concept of mindmapping and its relevance to students' learning connectivity the ability to meaningfully link new knowledge with prior understanding. Using a qualitative literature study approach, this research explores various academic sources related to learning theories, visual strategies, and the effectiveness of mindmapping. The findings show that mindmapping stimulates both the right and left brain activities, strengthens memory retention, and enhances the interconnection of concepts in learning. In addition, this technique encourages students to think critically and creatively, fostering a holistic understanding of the material. Therefore, mindmapping is highly relevant as a learning aid that can enhance students' learning connectivity across different educational levels and subjects.
Article Details
References
Adib, M. A. (2022). Rahmah El Yunusiyah: Konsep Pendidikan Agama Islam dan Relevansinya di Abad-21. Al-Fikra: Jurnal Ilmiah Keislaman, 21(2), 99–112.
Arifuddin, A., & Karim, A. R. (2021). Konsep Pendidikan Islam; Ragam Metode PAI dalam Meraih Prestasi. Didaktika: Jurnal Kependidikan, 10(1), 13–22. https://www.jurnaldidaktika.org/contents/article/view/76
Biatun, N. (2020). Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul. Jurnal Pendidikan Madrasah, 5(2), 253–258. https://doi.org/10.14421/jpm.2020.52-11
Faqihuddin, A. (2024). Media Pembelajaran PAI: Definisi , Sejarah , Ragam dan Model Pengembangan. IDAROTUNA: Jurnal Manajemen Pendidikan Islam, 1(1), 1–15. https://doi.org/10.29313/idarotuna.v1i1
Magdalena, I., Fugri, N. U., Amalia, D., Yuliani, A., & Waluyo, S. N. (2022). Proses Penyusunan Desain Pembelajaran dan Konsep Evaluasi Formatif di SDIT Aryadillah. Sindoro CENDIKIA PENDIDIKAN, 2(1), 145–162. https://doi.org/10.58578/alsys.v2i1.151
Maryam Sulaeman, & Muthi’ah Aminatuj Zuhriyyah. (2023). Pengaruh Evaluasi Pembelajaran terhadap Peningkatan Mutu Pendidikan di SMKN 5 Jakarta Timur. Al-Ubudiyah: Jurnal Pendidikan Dan Studi Islam, 4(1), 44–51. https://doi.org/10.55623/au.v4i1.266
Masitho, S., Paramansyah, A., Yanih, S., Sumarsih, T., Yuningsih, N., & Ramdhani, D. (2023). Pengembangan Assesmen Pembelajaran PAI pada Lembaga Pendidikan Madrasah dan Pondok Pesantren dalam Era Digital. Jurnal Dirosah Islamiyah, 5(3), 763–770. https://doi.org/10.47467/jdi.v5i3.4171
Ridha, M. (2020). Teori Motivasi Mcclelland dan Implikasinya dalam Pembelajaran PAI. Palapa, 8(1), 1–16. https://doi.org/10.36088/palapa.v8i1.673
Safaruddin, Mutmainnah, Tahir, N., Iftika, N., & Juhaeni. (2023). Pelatihan Sistem Evaluasi Pembelajaran PAI Guna Meningkatkan Minat dan Motivasi Belajar Siswa Sekolah Menengah Atas. Jurnal Inovasi Penelitian Dan Pengabdian Masyrakat, 3(2), 71–79.
Suardipa, I. P., & Primayana, K. H. (2020). Peran Desain Evaluasi Pembelajaran Untuk Meningkatkan Kualitas Pembelajaran. Widyacarya, 4(2), 88–100.
Suryani, E., Mujib, A., & Sardjijo. (2021). Kualitas Kepemimpinan Kepala Sekolah dan Kinerja Guru Dalam meningkatkan hasil belajar siswa di SD Swasta Kota Batam. Jurnal Manajemen Pendidikan, 8(2), 239–249.
Yektiana, N., & Nursikin, M. (2020). Konsep Dasar Pengukuran, Penilaian, Dan Evaluasi Hasil Belajar Pendidikan Agama Islam. Jurnal Cendekia Ilmiah, 2(2), 263–266.