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All Journal Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Al Maal: Journal of Islamic Economics and Banking Rayah Al Islam : Jurnal Ilmu Islam Thawalib: Jurnal Kependidikan Islam Syiar: Jurnal Komunikasi dan Penyiaran Islam Ukazh : Journal of Arabic Studies Mauriduna : Journal of Islamic studies Al Irsyad: Jurnal Studi Islam Jurnal Simki Postgraduate Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia At-Takwin: Journal of Islamic Education Studies Jurnal Simki Postgraduate Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian
Abdurrahman Hilabi
Institut Muslim Cendekia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : jurnal simki postgraduate

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The Effect of the Jigsaw Cooperative Learning Model on Elementary Students’ Learning Outcomes in Islamic Religious Education Abdurrahman Hilabi; Reni Puspita Sari; Miftahul Ulum; Durrul Isnaini
Jurnal Simki Postgraduate Vol 4 No 3 (2025): Volume 4 Nomor 3 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i3.1538

Abstract

This study aimed to examine the effect of the Jigsaw cooperative learning model on students’ learning outcomes in Islamic Religious Education (PAI) at the elementary school level. The study employed a quantitative pre-experimental design using a one-group pretest–posttest approach. The sample consisted of 24 fourth-grade students selected through total sampling. Data were collected using a 20-item multiple-choice achievement test that had been validated through expert judgement and empirical testing. The instrument demonstrated high reliability with a Cronbach’s Alpha coefficient of 0.82. Data were analysed using descriptive statistics, The Shapiro–Wilk normality test, the paired sample t-test, effect size (Cohen’s d), and normalised gain (N-Gain). The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 68.75 (SD = 7.11) in the pretest to 89.17 (SD = 7.76) in the posttest. The paired sample t-test revealed a statistically significant difference, t(23) = 9.60, p < .001. The effect size was enormous (Cohen’s d = 1.96), indicating a strong practical impact of the intervention. Furthermore, the N-Gain score was 0.65, categorised as moderate-to-high improvement. These findings indicate that the Jigsaw cooperative learning model significantly and practically enhances students’ cognitive learning outcomes and supports the implementation of student-centred learning in elementary Islamic Religious Education.
Active Learning as a Strategy for Internalizing Islamic Values in PAI Learning at High Schools Hilabi, Abdurrahman; Fatah, Abdul; Nurmalina, Nurmalina
Jurnal Simki Postgraduate Vol 4 No 4 (2025): Volume 4 Nomor 4 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i4.1561

Abstract

This study aims to analyze the integration of the active learning method in strengthening Islamic values within Islamic Religious Education (PAI) at SMA PGRI Padang Cermin, in response to the gap between students’ cognitive understanding and the practical implementation of religious values. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with the PAI teacher and students, classroom participatory observations, and document analysis of syllabi, lesson plans, and students’ reflective journals. The participants consisted of one PAI teacher and 32 tenth-grade students. Data analysis was conducted using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing and verification. The findings revealed four major themes: the expansion of dialogical participation, the internalization of values through authentic experiences, the integration of cognitive, affective, and psychomotor domains, and supporting and inhibiting factors in implementation. Discussion-based learning, simulations, and collaborative projects were found to facilitate moral reflection and the enactment of Islamic values such as honesty, responsibility, empathy, and cooperation. This study reinforces the constructivist perspective in value education and offers practical implications for instructional design and character-based assessment policies. Future longitudinal research is recommended to examine the sustainability of value internalization over time.
Co-Authors Abdul Fatah Alfi Hamdi Aliyudin Aliyudin Andatu, Mabruri Anri Ibrahim Ardiyanti Ardiyanti Cecep Sobar Rochmat Durrul Isnaini Ibrahim, A. Hanif Isnaini, Durrul Khairuddin Khoirul Abror Miftahul Ulum Miftahul Ulum Miftahul Ulum Mochamad Dzikri Sultan Bahar Syach Nazarudin Hanif Nurmalina Nurmalina, Nurmalina Refki Saputra Reni Puspita Sari Reni Puspita Sari Reni Puspita Sari, Reni Puspita Saipuddin Sulthon Najib Umi Sulistyani Yongki Sutoyo