<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada materi zakat dalam mata pelajaran Pendidikan Agama Islam di kelas V UPTD SDN 2 Citalang, Kecamatan Tegalwaru, Kabupaten Purwakarta. Hasil observasi awal menunjukkan bahwa sebagian besar peserta didik belum mencapai Kriteria Ketuntasan Minimal (KKM), serta masih menunjukkan partisipasi yang rendah selama proses pembelajaran. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran Mind Mapping. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 37 peserta didik kelas V. Data dikumpulkan melalui tes hasil belajar, observasi aktivitas peserta didik, dan dokumentasi. Analisis data dilakukan secara deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan model Mind Mapping mampu meningkatkan hasil belajar peserta didik secara bertahap. Ketuntasan belajar meningkat dari 45,95% pada pra siklus menjadi 62,16% pada Siklus I dan kembali meningkat menjadi 86,49% pada Siklus II. Rata-rata nilai peserta didik juga mengalami peningkatan dari 63 pada pra siklus menjadi 72,30 pada Siklus I dan 83,51 pada Siklus II. Selain itu, aktivitas belajar peserta didik meningkat dari kategori cukup pada Siklus I menjadi baik pada Siklus II. Dengan demikian, model pembelajaran Mind Mapping terbukti efektif dalam meningkatkan aktivitas dan hasil belajar peserta didik pada materi zakat. This study was motivated by the low learning outcomes of fifth-grade students in the topic of zakat in Islamic Religious Education at UPTD SDN 2 Citalang, Tegalwaru District, Purwakarta Regency. Preliminary observations revealed that most students had not achieved the school's Minimum Mastery Criterion (MMC) and showed limited participation during classroom learning. This study aimed to improve students' learning outcomes through the implementation of the Mind Mapping learning model. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 37 fifth-grade students. Data were collected through achievement tests, classroom observations, and documentation. Quantitative data were analyzed descriptively using learning mastery percentages and mean scores, while qualitative data were analyzed descriptively based on classroom observations. The findings indicated that the implementation of the Mind Mapping learning model significantly improved students' learning outcomes. Learning mastery increased from 45.95% in the pre-cycle to 62.16% in Cycle I and further increased to 86.49% in Cycle II. The class mean score also improved from 63.00 in the pre-cycle to 72.30 in Cycle I and 83.51 in Cycle II. In addition, students' learning activities improved from the fair category in Cycle I to the good category in Cycle II. These findings demonstrate that the Mind Mapping learning model is effective in enhancing both students' learning activities and learning outcomes on the topic of zakat.]]>
