Mind mapping implementation encourages active involvement, deep understanding, and student critical thinking skills. This study aims to explore the implementation of mind mapping in teaching materials for studying the Islamic Religious Education curriculum to increase active student involvement, conceptual understanding, and critical thinking skills. The pre-experimental method with a one-group pretest-posttest design was used, involving 32 students as participants. Data were analyzed using a two-sample t-test and descriptive statistics. The results showed a significant increase in students' comprehension scores after the mind mapping intervention (mean pre-test = 56.41, mean post-test = 79.22). Class observations and document analysis support these findings. These findings provide empirical evidence about the effectiveness of mind mapping in studying Islamic Religious Education curriculum studies. This research contributes to developing interactive and effective learning strategies in this context. Nonetheless, it is necessary to carry out further research with a control group, a more representative sample, and long-term research to broaden understanding of the effectiveness of mind mapping in Islamic Religious Education and the development of relevant supporting technologies.