The Application of the Mind Mapping Cooperative Learning Model to Improve Learning Outcomes of Islamic Religious Education on the Fathu Makkah Material in Elementary School

Ina Marlina (Sekolah Dasar Negeri 1 Kota Bengkulu)
Aam Amaliyah (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)

Southeast Asian Journal of Global Trends and Issues in Education
Vol. 2 No. 2 (2026): Southeast Asian Journal of Global Trends and Issues in Education, 2(2), 2026

Background: Learning outcomes in Islamic religious education, particularly on the topic of Fathu Makkah, remain suboptimal because classroom instruction is often teacher-centered, which limits student motivation and active engagement. Objective: This study aims to analyze the effectiveness of the Mind Mapping cooperative learning model in improving learning outcomes, motivation, and student engagement among fifth-grade elementary school students. Method: The study utilizes a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles, encompassing planning, action implementation, observation, and reflection. Data were collected through learning achievement tests, motivation questionnaires, observations, and documentation, and were subsequently analyzed quantitatively and qualitatively using a descriptive approach. Results: The findings show that the average student score increased from 75 to 85, learning mastery improved from 60% to 90%, motivation scores increased from 3.2 to 4.5, and student engagement increased from 70% to 85%. Conclusion: The Mind Mapping cooperative learning model effectively enhances learning outcomes, motivation, and student engagement. Originality/Value: This study provides novel empirical and practical evidence in the field of primary education and Islamic Religious Education (IRE) pedagogy by revealing simultaneous, measurable gains in academic mastery (from 60% to 90%), student motivation, and classroom engagement achieved through the integration of cognitive mapping and collaborative peer work regarding the effectiveness of the Mind Mapping cooperative learning model within the context of teaching historical subject matter (Fathu Makkah) to fifth-grade elementary school students, an area that has received limited empirical attention amidst conventional, teacher-centred instructional practices. These findings enrich empirical evidence and serve as a strategic reference for implementing interactive visual-collaborative teaching strategies and designing pedagogical innovation frameworks for primary school religious education teachers.