Application of Cooperative Learning Model Effectively Enhanced both Students’ Activeness in Islamic Education Learning at MTs S Mathlabul Huda

Luthfianah

doi:10.62945/jcii.v1i2.247

Authors

Luthfianah MTs S Mathlabul Huda Author

DOI:

https://doi.org/10.62945/jcii.v1i2.247

Keywords:

Cooperative learning, student activeness, learning achievement

Abstract

This classroom action research aimed to improve students’ activeness and learning achievement in Islamic education through the implementation of the Cooperative Learning model in Grade VIII of MTsS Mathlabul Huda. The study involved 30 students and was conducted in two cycles, each consisting of the stages of planning, implementation, observation, and reflection. Data were collected through observation, tests, field notes, and documentation, and analyzed using both qualitative and quantitative descriptive methods. The results indicated a significant improvement in students’ participation and learning outcomes. During the pre-cycle, only 50% of students achieved the minimum mastery criterion of 70. After the first cycle, the percentage increased to 73%, and in the second cycle, it reached 93%. Students became more active, confident, and collaborative in completing learning tasks. The Cooperative Learning model encouraged peer interaction, responsibility sharing, and mutual support, leading to a more engaging classroom environment. In conclusion, the application of the Cooperative Learning model effectively enhanced both students’ activeness and academic performance in Islamic education learning at the junior high school level.

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