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

Abstract

This study analyzes the relationship between Canva-based mind mapping and students’ active participation in Islamic Religious Education (PAI). A quantitative descriptive-correlational approach with a one-shot cross-sectional design was employed. The sample consisted of 63 ninth-grade students at SMP Muhammadiyah 1 Surabaya selected purposively. Data were collected through a Canva-based mind mapping questionnaire, an active participation questionnaire, structured classroom observations, and documentation of students’ mind maps, then analyzed using Pearson correlation, Spearman correlation, and simple linear regression. The findings show a strong positive relationship between Canva-based mind mapping and active participation (r=0.817; p<0.001). The regression model explains 66.8% of the variance in active participation (R²=0.668), with a regression coefficient of 2.348. The strongest associations were found in the emotional (R²=0.616) and cognitive (R²=0.593) dimensions, followed by verbal and behavioral participation. These findings indicate that integrating visual concept mapping with digital tools is strongly associated with multidimensional student engagement, although the correlational design does not support strong causal inference.