Seven Steps of the Implementation of Mind Mapping Method in Learning of Islamic Education

The use of learning methods is needed in learning activities, with the existence of learning methods the process of delivering learning is more effective. This study aims to find out what the steps for implementing the mind mapping method in learning morality in junior high schools are. This study uses a qualitative method with a case study approach. Sources of data were taken from three informants through a set of interview protocols that have been validated by one expert in their field, the informant is a teacher of Islamic religious education in junior high schools. The informants were selected through a purposeful sampling technique. Then, all of the interview results are analyzed by using Milles and Huberman pattern. From the results of the interview, it was stated that the use of the mind mapping method consisted of seven steps, namely four steps taken by the teacher consisting of first providing media and learning resources, second delivering mind mapping material, third dividing students into several groups, fourth carrying out evaluation while three implementation steps the activities carried out by the students consisted of the first students discussing making a complete mind map, the second students presenting the results of the discussion in front of the class and the third students concluding the lesson. The results of this study can be used as initial data for further research in examining this problem in different contexts and issues.


Introduction
Learning is one of the most important things to be done by every human being because in it there is a process of knowledge transfer between a teacher and students.
This process can make a student smart and can bring a big change in the future (Ayuningsih, 2020). The teacher is required to make the learning process interesting by using methods that will get students involved in learning and activities. The selection of this method must be adjusted to the material being taught and the condition of the students, because if the wrong method is chosen, it will have an impact on results that are less than optimal (Maesaroh, 2013;Dewi, 2018;Hidayat et al., 2020;.
The learning method is a method used in achieving the goals that have been set.
In teaching and learning activities, the method is needed by the teacher. The use of methods can be varied according to the objectives to be achieved. The use of varied learning methods will provide an interesting learning atmosphere and not be boring for students (Pane, 2017;Betaubun, 2018;Latifah, 2020). One of the learning methods that can be used in learning is the mind mapping method. According to Lukman (2015) and Al-Afghany et al., (2021), mind mapping is a creative, effective way to train students to think critically. The use of the mind mapping method in learning is expected to be able to help students become more skilled at solving problems by finding solutions (Kristiana, 2016;Abdillah & Turmudi, 2019;Engkizar et al., 2021). methods are still often forgotten in learning for various reasons, among others, limited time to make teaching preparations, difficulty in finding the right method, unavailability of costs, and so on (Supriyono, 2018). Moral education is one example.
Many teachers use improvised or traditional methods to deliver materials, which causes students to become bored and fail to pay attention to the material presented (Putri, 2020).
Learning that only uses the lecture method makes students easily bored with learning, so that the classroom atmosphere is not conducive, students are not involved in the learning process, and they consider moral learning to be boring because most of the material is memorized (Hulaimi, 2019;Haryanto, 2021). Students only rely on the results of their friends' work when class discussions are held. This can affect students' low motivation and learning outcomes. Problems caused by teachers include: teachers are less varied in applying the use of learning methods; teachers only provide ordinary notes; and not all students want to take notes (Fauziah, 2021).
Regarding moral education, it is an effort to instill moral basics and virtues of attitudes, traits that must be possessed and become habits in the hope that the educated have an understanding of the good and bad of action, can practice Islamic teachings, have firm beliefs and have a noble character, which in the end will become the main human or insanul kamil (Zamroni, 2017;Amin, 2018;Zafirah et al., 2018;Suhaerman et al., 2021).
Regarding the issues and problems that the authors raise in this study, it is necessary to explain that research related to the use of the mind mapping method in moral education has been widely discussed by previous researchers, but after the authors have read and analyzed all of these articles, in general, it can be concluded that, from the results, Al-Hamid (2018); Banna, (2019); Soleha, (2019); Nurbayti (2020); and Hadi, (2022), the results are more focused on moral learning models, moral learning media, and media implementation on moral learning. In fact, the author believes that this topic should be turned into a scientific study with the goal of expanding the literature and investigating the steps for implementing the mindmapping method on moral learning in junior high schools.

Literature Review
As the author has stated in the background section of this article, the use of learning methods is important in learning activities and this learning method can also affect student learning outcomes in moral education. Learning methods are very important in the learning process because teachers can convey material to students in a more meaningful way. The teacher does not only convey material in the form of words with lectures but can also bring students to really understand the material conveyed (Inah, 2015;Nurrita, 2018).
Learning methods are everything both physical and technical in the learning process that can help teachers make it easier to convey subject matter to students so as to facilitate the achievement of learning objectives that have been formulated (Reza, 2021;Rosyid, 2021). The use of the method is a tool used in the teaching and learning process so that the process of communication and interaction will be more interesting.
Learning by integrating various subjects will be more meaningful if taught using a mind-mapping-based method (Qondias et al., 2016).
According to Acesta (2020), mind mapping is a technique to maximize the working power of the brain by creating lines of thought or mind mapping. Mind mapping is an excellent way to generate and organize ideas before starting to write or create an idea. And it can have a positive impact on their ability to express themselves, both through ideas and through classroom learning (Zahro, 2018;Karim, 2018).
In the right learning environment, the mind-mapping method is very important in the learning process. Therefore, as a teacher, you must be able to use methods that are in accordance with the material to be taught and varied (Susanto, 2013). Mind mapping can work well because it uses imagination and association. When a person can remember well, then he can achieve everything he wants (Agustyaningrum, 2016).
Thus, the use of the mind mapping method in moral learning so that children can better understand the material being taught and students do not become bored.
Because, so far, most moral learning in schools is only one-way and centered on my teacher. Mind mapping can help students and teachers in the learning process in the classroom by summarizing the subject matter into several mind-mapping sheets that are much easier for students to learn and remember. Through mind mapping, all key and important information from each lesson material can be organized using a radian structure that is in accordance with the natural working mechanism of the brain so that it is easier to understand and remember (Silaban et al., 2012;Vidia, 2021).
Based on the description above, it is clear that the learning method plays an important role in the implementation of learning activities. Mind mapping methods in learning can be used in learning in junior high schools as well as in learning activities using mind mapping can improve brain memory in learning because the information is arranged in branches from the main theme that includes a variety of images, symbols, colors, and reading materials that can be used. It enables students to use the full potential and capacity of the brain effectively and efficiently (Fahrudin, 2017;Vikagustanti, 2014). The use of this mind mapping method can be used in every subject. Because the use of this method can condition students to think critically and creatively, in this case, and can be used as a learning tool with which active participation is achieved, the author will only focus on the discussion of the implementation of the mind mapping method steps in moral learning in junior high school (Rahayu, 2016;Marxy, 2017;Masita, 2018;Polat, 2021).
So, mind mapping is a model designed to help students in the learning process, store information in the form of subject matter received by students during learning, and help students compile the important points of the subject matter in the form of maps, graphs, and the use of symbols so that students more easily remember the lesson (Sulfemi, 2019;Yuslia, 2021). Through the Mind Mapping learning method, students are no longer required to always take notes on the writing on the blackboard or as dictated by the teacher as a whole. Students will know the core of the problem, then make their own mind maps according to their creativity (Syam, 2015;Nurjihananingrum, 2021).
The Mind Mapping learning method is a way that can make it easier for students to receive information in their brain regarding the material and to retrieve information from the brain, poured in the form of a visual mind map (Tiharita, 2017;McCrea, 2018;Variani, 2020). Mind mapping combines and develops the working potential of the brain contained within a person. With the involvement of both hemispheres of the brain, it will make it easier for a person to organize and remember all forms of information, both written and verbal. The combination of colors, symbols, shapes, and so on makes it easier for the brain to absorb the information received (Candra, 2015;Elita, 2018;Suryanda, 2020).
The use of the mind mapping method is a creative way to be applied in moral education learning, because previously this moral education may only be centered on teachers or even students only receive moral learning at school, without questioning and thinking why studying moral education (Azizah, 2019;Al-Afghany, 2021;Khaidir, 2021). The learning process for Moral Education is carried out mostly with methods, memorization, lectures, and notes so that students experience boredom in the learning process (Wahyudi, 2019;Maulida, 2017). This causes students to be less interested and less active in learning. In addition, students seem bored with the Aqidah Akhlak learning model that has been applied so far and student involvement is still lacking, using learning methods can support moral learning activities in the classroom (Muammar, 2018;Setiawan, 2019).
Moral education is the essence of education. Morals lead to behavior. Akhlakul karimah is when human behavior follows Islamic rules in every aspect of life, as implied in the hadith; Aisyah ra, which means the character of the Messenger of Allah is the Alquran (HR. Muslim).
Meanwhile, education outside of moral education is only technical or life skills (Suryadarman, 2015). Moral education is an attitude or human will be accompanied by a peaceful intention in the soul based on the Qur'an and Al-Hadith from which actions or habits arise easily without the need for prior guidance (Marshallsay, 2012;Bafadhol, 2017).
Moral education, according to al-Ghazali, is an attempt to eliminate all bad habits that have been explained by Shari'a in detail, things that humans must ignore so that they will get used to noble morals. According to him, moral education has three both individually and in community groups. Referring to the opinion above, it is related to the issues and problems that the authors raise in this study. This type of research is very appropriate to use. Sources of data were taken from three informants through in-depth interviews who were selected using a purposive sampling technique.
Those selected had met four criteria, namely: understanding the problems being studied, being active in the field being studied, having time to provide information to researchers, and providing information. According to the facts on the ground (Sugiyono, 2016;Amnda, 2020;Elkhaira et al., 2020;Syafril et al., 2020). Research data was taken through direct interviews with informants using a set of interview protocols. To meet these criteria, all informants are teachers of Islamic religious education in junior high schools. After the interview has been given to all informants, the transcription process is carried out, then the author analyzes data from the results of interviews, field notes, and others then informs others, then reduces the data, and then makes conclusions that can be conveyed to others (Bogdan & Biklen, 1997). Data analysis was carried out using the pattern proposed by Milles and Huberman (2004), namely through the stages of data reduction, data presentation, and drawing conclusions.

Findings and Discussions
Based on the results of interviews conducted with three informants, the results of the analysis actually found that there were seven steps to using the mind mapping method for moral learning. The seven steps can be seen in Figure 1, below. Based on Figure 1, the author can explain that after in-depth interviews with informants were held, there were seven steps of the mind mapping method on moral learning. Four of these steps were carried out by the teacher, namely: first providing media and learning resources, second delivering mind mapping material, third dividing students into several groups, and the fourth is to carry out an evaluation, while the three steps of implementation are carried out by the students, consisting of the first students discussing making a complete mind map, the second students presenting the results of the discussion in front of the class, and the third students concluding the lesson.
To make it more interesting, in the following, the writer will describe the excerpts from interviews with informants based on three themes as explained above. The description of the interview that will be displayed by the author is a short statement excerpt from the informant when the interview was conducted. Although the interview excerpts were conveyed by informants in slightly different language editorials, they actually had more or less the same purpose and intent. The following table contains excerpts from the interview:   to improve the mathematical creative thinking skills of junior high school students, then the application of mind media mapping Network Tree type to improve student learning outcomes in social science subjects Nursoviani et al., 2020). All the results of the research above conclude that the use of this learning media can affect the ability to think creatively and student learning outcomes.
As the author explained earlier, the learning method is an important component in the world of learning, but the teacher must also know what method is suitable for use according to the material to be taught. As stated by Supriyano (2018), the use of methods in the learning process can have implications for three things, including the teacher, the students, and the learning process in the classroom.
Related to this, the results of the research through interviews, with the authors describe. To make it more interesting, the authors will discuss based on theories, The use of the mind mapping method helps develop creativity in compiling main ideas that are easily understood by students. As this learning media is important in learning activities, Like Andari's previous research, (2019), the nature of the selection of learning media is based on certain criteria in order to achieve learning objectives.
Because the right learning method is when it can stimulate and involve students to be creative, active, and have fun learning experiences that will ultimately improve the quality of learning.
The use of the mind-mapping method in moral learning is one of the alternative learning media. As moral education is education regarding the basics of morals and the virtues of temperament, the character possessed must be made a habit by children from childhood until they become mukallaf (Unwanullah, 2017;Syafril et al., 2020).  Syafril et al., (2021) secondly presents an overview of learning with the mind mapping method, because it is expected to be able to help students make it easier to express ideas and remember their learning Ferdianti, (2019); third, divides students into several groups; fourth, carries out evaluations, while three The implementation steps carried out by the students consisted of the first students discussing making a complete mind map, the second students presenting the results of the discussion in front of the class, and the third students concluding the lesson.

Conclusion
This study states that there are seven steps to using the mind-mapping method in moral learning. The seven steps support the use of the mind-mapping method for moral learning. Using this method is an excellent way to generate and organize ideas before starting to write. Creating a mind map allows them to clearly and creatively identify what they have learned or what they are planning to do. And the use of this media can increase the creativity of students. At least this research can be used as a basis and reference for future researchers to examine this problem in different contexts and issues.