The Use of Mind Mapping to Improve Creativity in Arabic Language Learning at Madrasah Tarbiyah Islamiyah Canduang

Muslim Jafar; Modou Faye; Chinonso Onyema

Authors

Muslim Jafar Ma’had Aly Syekh Sulaiman Arrasuli, Agam Author
Modou Faye University of Ziguinchor Author
Chinonso Onyema Nnamdi Azikiwe University, Anambra Author

Keywords:

Arabic Language Learning, Creativity, Mind Mapping

Abstract

This study examines the effectiveness of mind mapping in enhancing students’ creativity in Arabic language learning at Madrasah Tarbiyah Islamiyah Canduang using a quantitative approach. Creativity is considered a crucial competence in modern education, particularly in language acquisition, where students are required not only to understand linguistic structures but also to express ideas innovatively. The research employed a quasi-experimental design involving two groups: an experimental group taught using mind mapping and a control group taught using conventional methods. Data were collected through creativity tests, observation sheets, and questionnaires administered before and after the intervention. The findings indicate that the use of mind mapping significantly improves students’ creativity in Arabic learning, as evidenced by higher post-test scores compared to the control group. Furthermore, students demonstrated increased engagement, better idea organization, and enhanced vocabulary retention. Statistical analysis using t-tests revealed a significant difference between the two groups, confirming the effectiveness of the strategy. This study contributes to the development of innovative pedagogical practices in Arabic language education, particularly in Islamic educational institutions. It also provides empirical evidence supporting the integration of visual learning strategies to foster higher-order thinking skills. Therefore, mind mapping is recommended as an effective instructional tool to improve creativity in Arabic language classrooms.

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