Efforts To Improve Students' Learning Outcomes on The Material Of Asmaul Husna Through The Jigsaw Method in SD Negeri 104329 Paya Mabar
DOI:
https://doi.org/10.62945/ajet.v1i1.119Keywords:
Jigsaw method, Classroom Action Research, learning outcomes, Asmaul Husna, student engagement, collaborative learningAbstract
This Classroom Action Research aimed to examine the effectiveness of the Jigsaw method in improving students' learning outcomes on the Asmaul Husna material at SD Negeri 104329 Paya Mabar. The research involved two cycles of implementation, with each cycle consisting of planning, action, observation, and reflection phases. The study focused on improving students' memorization and understanding of the 99 names of Allah, as well as their meanings and significance in Islamic teachings. Data were collected through pre- and post-assessments, teacher observations, student feedback surveys, and reflective journaling. The results revealed that the Jigsaw method significantly improved students' academic performance. The post-assessment showed a notable increase in students' ability to recall and understand the Asmaul Husna names compared to the pre-assessment. Additionally, the method fostered greater student engagement, motivation, and collaboration. Students actively participated in expert and home group discussions, and the peer-teaching aspect of the method helped enhance their comprehension. Despite the positive outcomes, some challenges were identified, including the need for additional support for lower-achieving students and initial hesitation in adapting to the collaborative learning approach. However, the overall success of the Jigsaw method highlights its potential as an effective strategy for enhancing learning outcomes in religious education. This study concludes that the Jigsaw method is a valuable tool for fostering active, student-centered learning and improving understanding of complex material like Asmaul Husna in primary school settings.
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