The Effect of Using a Canva-Based Mind Mapping Model on Students’ Active Participation in Islamic Education

Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan model mind mapping berbasis Canva terhadap partisipasi aktif peserta didik dalam Pendidikan Agama Islam (PAI) bagi peserta didik kelas 9 di SMP Muhammadiyah 1 Surabaya. Partisipasi aktif diukur melalui empat dimensi: kognitif, verbal, emosional, dan perilaku. Penelitian ini menggunakan desain korelasi kuantitatif dengan sampel 63 peserta didik dari kelas 9A dan 9B. Data dikumpulkan menggunakan kuesioner skala Likert lima poin yang terdiri dari 55 item (15 item mengukur penggunaan mind mapping dan 40 item mengukur partisipasi aktif). Analisis meliputi uji normalitas Shapiro–Wilk, uji linearitas, korelasi Pearson, dan regresi linier sederhana. Hasil penelitian menunjukkan korelasi positif yang sangat kuat antara penggunaan mind mapping berbasis Canva dan partisipasi aktif peserta didik (r = 0.772; R² = 0.596; p < 0.001). Persamaan regresi Ŷ = 12.456 + 2.456X menunjukkan bahwa peningkatan satu unit dalam penggunaan mind mapping menyebabkan peningkatan 2.456 unit dalam partisipasi aktif. Efek terkuat diamati pada dimensi verbal (R² = 0.555), diikuti oleh dimensi perilaku (R² = 0.539), emosional (R² = 0.507), dan kognitif (R² = 0.487). Temuan ini menunjukkan bahwa model mind mapping berbasis Canva efektif dalam meningkatkan partisipasi aktif peserta didik dalam pembelajaran Pendidikan Agama Islam (PAI).

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This study aims to examine the effect of using a Canva-based mind mapping model on students’
active participation in Islamic Religious Education (PAI) for ninth-grade students at SMP
Muhammadiyah 1 Surabaya. Active participation was measured across four dimensions: cognitive,
verbal, emotional, and behavioral. The study employed a quantitative correlational design with 63
students from classes 9A and 9B as the sample. Data were collected using a five-point Likert-scale
questionnaire consisting of 55 items (15 items measuring mind mapping usage and 40 items
measuring active participation). Analyses included the Shapiro–Wilk normality test,
linearity test, Pearson correlation, and simple linear regression.
The results revealed a very strong positive correlation between Canva-based mind mapping usage
and students’ active participation (r = 0.772; R² = 0.596; p < 0.001). The regression equation Ŷ =
12.456 + 2.456X indicates that a one-unit increase in mind mapping usage leads to a 2.456-unit
increase in active participation. The strongest effect was observed in the verbal dimension (R² = 0.555), followed by behavioral (R² = 0.539), emotional (R² = 0.507), and cognitive (R² = 0.487)
dimensions. These findings demonstrate that the Canva-based mind mapping model is effective in
enhancing students’ active participation in PAI learning.