Ta'lim: The Islamic Religious Educational Journal

Efektivitas Metode Jigsaw Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Fiqih

Muhammad Ilham Khalid Al-Faraby — 2025-11-17

This research is motivated by the low learning outcomes of students in Fiqh, caused by the frequent teacher-centered lecture-based learning, which tends to make students passive. Therefore, learning that encourages active student participation is needed to improve learning outcomes in accordance with the school's minimum completion criteria. Based on the above issues, the author formulated the following problem: "Is the Jigsaw Method Effective on Student Learning Outcomes in Fiqh for Grade XI Social Studies at MA Darul Falah Cijati in the 2024/2025 Academic Year?" This study aims to determine the effectiveness of the Jigsaw Method on student learning outcomes in Fiqh for Grade XI Social Studies at MA Darul Falah Cijati. This research was conducted at MA Darul Falah Cijati, with all 24 students in grade XI IPS participating as subjects. Jigsaw is defined as a structured group work strategy based on cooperation and responsibility. This strategy ensures that each student assumes significant responsibility within the group. This research used the Classroom Action Research (CAR) method, consisting of two cycles, each encompassing planning, implementation, observation, and reflection. The cycles were terminated when the success indicator, i.e., all students had achieved the school-set learning achievement standard for Fiqh (Islamic jurisprudence) for grade XI IPS, reached 75. The results showed an improvement in students' Fiqh learning outcomes in each cycle. This improvement was demonstrated by an average N-Gain of 44% in cycle I, which increased to 78% in cycle II. 54.17% of students achieved learning achievement in cycle I, and all students achieved learning achievement in cycle II due to improvements in the implementation of the Jigsaw method after evaluating the learning process and learning outcomes. Observations of the learning process indicate that implementing the Jigsaw method in Fiqh (Islamic jurisprudence) makes students enjoy learning. Students become more active, and their enthusiasm and motivation for learning increase. It can be concluded that learning using the Jigsaw method is effective and can improve Fiqh learning outcomes.

Penerapan Model Kooperatif Tipe Jigsaw Untuk Meningkatkan Pemahaman Siswa

Ani Yulianita — 2025-11-17

In the learning process, students' understanding is the key to success and completeness of learning. One of the supporting factors for students to understand the learning material is the use of effective learning models. Based on the initial research conducted on eleventh-grade students at SMKS Wahana Bakti, the students' understanding of Islamic Religious Education (PAI) subjects is still considered low. This study aims to determine how the Jigsaw type cooperative model applies to improve the understanding of eleventh-grade students on the material of modern Islamic civilization at SMKS Wahana Bakti. The Jigsaw type cooperative model is one that involves students more in the learning process. This type of research is classroom action research (CAR) conducted in two cycles. This research was conducted at SMKS Wahana Bakti, with the research subjects being 14 students from the eleventh grade. The instruments used were learning tests and observations. The data analysis technique used is quantitative descriptive analysis technique. Based on the research results, the application of the Jigsaw type cooperative model can improve students' understanding of Islamic civilization material in the modern era for class XI at SMKS Wahana Bakti. This is evidenced by the test results showing an increase in student performance. In the pre-cycle, 28% of students completed the work, in cycle 1 it was 71%, and in cycle 2 it increased to 93%. Through this research, the author hopes that the school and its educators will apply the Jigsaw cooperative model in the learning activities of other subjects.

Penerapan Model Pembelajaran Teams Games Tournament (TGT) untuk Meningkatkan Motivasi Belajar Siswa

Lizuar Arteria Andrianto — 2025-11-17

Abstract

This study is motivated by the low learning motivation of students in Islamic Religious Education (PAI), which is indicated by passive attitudes, low participation in discussions, and the perception that PAI material is merely rote learning and less engaging. Therefore, a learning model that can significantly increase students’ learning motivation is needed. The purpose of this study is to examine the effectiveness of the cooperative learning model Teams Games Tournament (TGT) in improving students’ learning motivation, particularly on the topic of Qurban. The TGT model was chosen because it integrates group collaboration, educational games, and healthy competition, which are expected to foster enthusiasm, responsibility, and active student engagement in the learning process. The research method used is Classroom Action Research (CAR), carried out in two cycles with 17 fifth-grade students as research subjects. The results showed a significant increase in students’ learning motivation, from 67% (high category) in the first cycle to 77% (very high category) in the second cycle. This improvement was evident in students’ enthusiasm, activeness in asking questions, participation in group discussions, and punctuality in completing tasks. Thus, the cooperative learning model TGT proved effective in enhancing students’ learning motivation in PAI, especially on the Qurban material. This study suggests that PAI teachers as well as teachers of other subjects consider implementing TGT as an innovative learning approach to create more enjoyable and meaningful learning experiences at the elementary school level.

Vol. 4 No. 2 Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament untuk Meningkatkan Hasil Belajar Siswa

Aay Farihah Hesya — 2025-11-17

Abstract

Basically, Islamic Religious Education (PAI) teachers have a strong desire to enhance students' abilities and understanding, especially in learning about the Hajj pilgrimage, by applying appropriate learning models. However, based on preliminary observations, the researcher found that the teacher only used direct instruction or lecture methods. The use of direct learning models was considered less effective, as it caused boredom, leading students to lose focus and become disengaged during lessons, which in turn impacted their learning outcomes. This study aims to investigate how the implementation of the cooperative learning model, specifically the Team Games Tournament (TGT) type, can improve the learning outcomes of fifth-grade students on the topic of Hajj at SDN Sukasari Kidul I. The TGT model is one of the cooperative learning models that fosters enthusiasm, nurtures a sense of responsibility, and enhances motivation through games and tournaments. The method used in this study is Classroom Action Research (CAR), carried out in several cycles. The research was conducted at SDN Sukasari Kidul I, with the research subjects being 13 fifth-grade students. Data collection techniques involved observation sheets and test sheets. The data were analyzed using descriptive analysis. Based on data processing and analysis, it can be concluded that the implementation of the cooperative learning model type Team Games Tournament (TGT) effectively improved the learning outcomes of fifth grade students at SDN Sukasari Kidul I. This is evidenced by a 77% increase in students’ learning mastery, along with improvements in collaboration, participation, confidence, and discipline. Through this research, the author hopes that the school and its educators will consider implementing the cooperative learning model type Team Games Tournament (TGT) in other subjects and learning programs.

Keywords: Cooperative Learning Model, TGT, PAI, Learning Outcomes

Implementasi Pemikiran Filosofis Paulo Freire dalam Dunia Pendidikan

Eman Sulaeman — 2025-11-17

This study aims to analyze the application of Paulo Freire's philosophical thought in education and its relationship to the principles of Islamic education and the educational context in Indonesia. According to Freire, education should be a liberation pedagogy that develops critical awareness (conscientization) through dialogue, reflection, and concrete action (praxis). However, education in Indonesia is still dominated by a conventional paradigm that positions students as passive objects. This study uses library research with a qualitative-descriptive approach, through an analysis of Freire's works, Islamic education literature, and national education policy documents. The results reveal that Freire's main principles—such as dialogical education, humanization, critical awareness, and social transformation—correlate with Islamic values ??such as tafakkur (religious reflection), syura (compassion), tazkiyah an-nafs (compassion for the self), and justice ('adl). In the context of Indonesian education, Freire's ideas are reflected in the implementation of the Merdeka Curriculum, which emphasizes active, reflective, and participatory learning. However, the main challenges remain related to the hierarchical teacher paradigm and a bureaucratic system that does not fully support a humanistic approach. This study concludes that the application of Freire's thinking has the potential to become the foundation for transforming education in Indonesia toward a system that is just, empowering, and based on divine values.