Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Ahlussunnah: Journal of Islamic Education
Ratu Vina Rahmatika
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Religion Education Environmental Science Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analisis Model Cooperative Learning Tipe TGT dan STAD dalam Pembelajaran: Studi Literatur Nur Hasanah; Linggaria Lova; Imam Syafe’i; Eti Hadiati; Ratu Vina Rahmatika
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.609

Abstract

Cooperative learning models such as Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) are approaches that focus on group collaboration, active student engagement, and improved academic achievement. The purpose of this study is to explain the concepts, characteristics, implementation steps, as well as the advantages and disadvantages of the TGT and STAD cooperative learning models in learning activities. The methodology used in this study is a literature review, examining various academic sources including national journals, books, research articles, and other references related to TGT and STAD cooperative learning. Data collection was conducted through documentation and content analysis of the referenced literature. The findings of this study indicate that the TGT model has a key distinguishing feature, namely the use of academic games and tournaments, which can enhance learning motivation, engagement, social interaction, and create a pleasant learning atmosphere. On the other hand, the STAD model places greater emphasis on teamwork, individual responsibility, personal quizzes, and group rewards, making it effective in improving students’ conceptual understanding, learning outcomes, and collaborative skills. Both models have proven effective in improving the quality of learning, as they encourage students to be more active, communicative, and collaborative. However, implementing these models requires effective classroom management, thorough teacher preparation, and sufficient time allocation to ensure that the learning process runs optimally. Therefore, the TGT and STAD cooperative learning models can serve as innovative strategies for improving the quality of education at various levels of learning.
ANALISIS RELEVANSI DAN EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR DAN AKTIVITAS PESERTA DIDIK DALAM PEMBELAJARAN PAI: KAJIAN SYSTEMATIC LITERATURE REVIEW Darul Mustofa; Ratu Vina Rahmatika; Ayub Kumalla; Akbar Rahman; Ahmad Saeful Ahyar
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2593

Abstract

This learning model emphasizes that the learning process has a focal point on cooperation between students in small groups, where each individual has responsibility for a certain part of the material that has been divided by the educator and then teaches it to the other group members. This study aims to analyze the relevance and effectiveness of the Jigsaw-type cooperative learning model on students learning outcomes and learning activities in Islamic Religious Education (PAI). The method used is a Systematic Literature Review (SLR) based on PRISMA guidelines, covering scientific articles from the 2021-2024period obtained through Google Scholar, DOAJ, and SINTA-indexed journals, using the stages of identification, screening, eligibility, and inclusion. The results of the study indicate that the Jigsaw model is relevant in PAI learning and effective in improving learning outcomes, particularly in conceptual understanding and material retention. In addition, this model also enhances students learning activities in terms of participation, interaction, and collaboration during the learning process. These findings suggest that the Jigsaw model supports more active, collaborative, and meaningful learning.
Co-Authors Ahmad Saeful Ahyar Akbar Rahman Ayub Kumalla Darul Mustofa Eti Hadiati Imam Syafe'i Linggaria Lova Nur Hasanah