Effective Learning To Improve Understanding Of Moral Beliefs In Religious Generation Z Students
DOI:
https://doi.org/10.37812/fikroh.v19i1.2285Keywords:
Religious Generation Z; Aqidah Akhlak learning; Islamic education (MTs); concept mapAbstract
Aqidah Akhlak learning in Islamic junior high schools (MTs) is often dominated by lecturing, making it difficult for Generation Z students to understand abstract concepts and internalize values. This qualitative study with a case study design examines the implementation of concept mapping in Grade VIII at MTs Raudhatul Mujawwidin Rimbo Bujang, Tebo, Jambi. Data were collected through participatory observation, semi-structured interviews with teachers and students, and documentation of instructional tools and concept map products; validity was strengthened through source–method triangulation and member checking. The results indicate that concept mapping improved students’ understanding of aqidah concepts (74%), akhlak concepts (82%), and material retention (78%), while also encouraging participation, motivation, and classroom collaboration. The main challenges included limited time, facilities, and variations in students’ prior abilities, which were addressed through task differentiation, the use of simple media, and the integration of digital applications when available. Theoretically, concept mapping is positioned as an integrative cognitive–affective–spiritual medium; practically, the study offers an implementation model and formative indicators that can be replicated in madrasahs. These findings enrich the discourse on pedagogical innovation in Islamic Religious Education and provide a foundation for sustainable teacher professional development.
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