Mind Mapping dalam Mendorong Kemandirian Belajar Siswa pada Pembelajaran Pendidikan Agama Islam
(Studi Kasus di SMK Unitomo Surabaya)
DOI:
https://doi.org/10.32492/sumbula.v11i2.11216Keywords:
mind mapping, learning independence, self-regulated learning, Islamic Religious Education, case studyAbstract
ABSTRACT
This study aims to examine the role of mind mapping in fostering students' learning independence in Islamic Religious Education (PAI) learning at SMK Unitomo Surabaya, analyzed within the framework of Self-Regulated Learning (SRL). This study is motivated by the persistent dominance of teacher-centered approaches in PAI classrooms, which has resulted in limited cognitive and metacognitive engagement among students. A qualitative approach with a case study design was employed. The research subjects were 22 tenth-grade students from the Computer and Network Engineering (TKJ) program, selected purposively. Data were collected through participatory observation, in-depth interviews, and documentation of students' mind maps. Data were analyzed using the Miles and Huberman interactive model, while credibility was established through source triangulation, technique triangulation, and member checking. The findings reveal that mind mapping functions as an effective SRL scaffolding tool across all three phases of Zimmerman's framework: in the forethought phase, it promotes structured planning and meaningful goal-setting; in the performance phase, it activates cognitive engagement and the independent construction of connections among Islamic values; and in the self-reflection phase, it facilitates self-evaluation and proactive improvement of understanding. The central finding was that 22 students reported a tangible increase in learning independence, marked by self-initiated study behaviors outside the classroom without waiting for teacher instructions. This finding was further confirmed by almost all participants through the member checking process. This study repositions mind mapping as a strategy that systematically builds students’ self-regulatory capacity, not merely a visualization tool.
Keywords : mind mapping, learning independence, self-regulated learning, Islamic Religious Education, case study
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