<![CDATA[In learning, a medium is needed whose use is useful as a means of connecting the learning process between teachers and students. Scrapbook media has the advantage of supporting enjoyable learning. This scrapbook media is equipped with a mind mapping base so that the I'rob rules material can be summarized into one piece of cardboard. Apart from that, it also uses color illustrations, pictures and designs that can attract students' attention. By using mind mapping-based scrapbook media, students become motivated to learn interactively and what is most motivated is being able to pay attention to the teacher's explanations in a fun way and answer the teacher's questions. The formulation of the problem in this research is: 1) How is the mind mapping-based scrapbook media applied to I'rob material for seventh grade Arabic language learning at the Tsanawiyah Midanutta'lim Mayangan Jogoroto Jombang Madrasah? 2) What are the supporting and inhibiting factors for implementing mind mapping-based scrapbook media in I'rob material for seventh grade Arabic language learning at the Tsanawiyah Midanutta'lim Mayangan Jogoroto Jombang Madrasah? This research method is qualitative research using a classroom approach. The type is case study research. Data collection methods are observation, interviews and documentation. Data analysis methods include data collation, data reduction, data display, and conclusion drawing. And the data truth method uses triangulation. The results of this research are: 1) The application of mind mapping-based scrapbook media to I'rob material can be concluded that it is divided into three stages, namely the planning stage, the implementation stage, and the learning evaluation stage. By using this media, students have a positive impact on students, as evidenced by the activities of students who can play an active role in class activities. Apart from that, when asked by the teacher, students can answer according to what has been explained. 2) Factors that influence during the media application process. Supporting factors are student enthusiasm, teacher support, and the availability of learning resources. Meanwhile, these inhibiting factors are divided into two, namely internal factors (student personality) and external factors (technological limitations).]]>
