Enhancing Fiqh Learning Retention through Mind Mapping: A Study on Prayer Education

Abstract

This study aims to describe the implementation of the mind mapping method and to analyse its pedagogical and cognitive implications for improving students’ memory retention in learning Fiqh, specifically the chapter on prayer, in Grade VII at MTsN 5 Jombang. The study employed a qualitative approach with a descriptive design conducted in a natural classroom setting. The research subjects consisted of one Fiqh teacher and three students selected purposively. Data were collected through non-participant observation, in-depth semi-structured interviews, and documentation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and cyclical conclusion drawing and verification. The findings indicate that the implementation of mind mapping was carried out systematically through stages of apperception, core material delivery, task orientation, concept mapping construction, presentation, and reflection. The visual structure placing the main idea at the centre and developing branches and sub-branches using keywords, colours, symbols, and images helped students organize information hierarchically and meaningfully. This process strengthened encoding and retrieval mechanisms, thereby enhancing memory retention of key concepts related to the pillars, requirements, and procedures of prayer. Pedagogically, the method also contributed to increased motivation, creativity, and learner autonomy. Although differences in students’ abilities were observed during the initial stage of implementation, consistent teacher guidance enabled students to adapt and maximize the benefits of the method. This study concludes that mind mapping is an effective instructional strategy for improving memory retention and enhancing the overall quality of Fiqh learning in a more structured and meaningful manner.