<![CDATA[This study aims to determine the comparative effectiveness of the Team Games Tournament (TGT), Numbered Heads Together (NHT), and Student Teams Achievement Division (STAD) learning models on Islamic Education learning outcomes among sixth-grade students at SDN Permata Hijau Rancaekek, with gender as a controlling variable. This study employs a quantitative approach using a comparative method. Data were obtained from students’ learning outcomes and analyzed using SPSS 26. Data analysis was conducted using a two-way ANOVA test and non-parametric tests because the data were not normally distributed. The results showed significant differences between the TGT and NHT models, TGT and STAD models, and NHT and STAD models (Sig. value < 0.05). Meanwhile, no significant differences were found based on students’ gender (Sig. value = 0.589), and there was no interaction between the learning model and gender in influencing Islamic Education learning outcomes (Sig. value = 0.783). The findings indicate that NHT is the most effective model for enhancing Islamic Education learning outcomes. Importantly, these findings not only identify NHT as the superior cooperative learning model but also provide empirical evidence that inclusive, gender-neutral collaborative strategies can significantly enhance student engagement and achievement, offering a practical and theoretically grounded framework for optimizing pedagogical practices across diverse educational contexts]]>
