<![CDATA[Limited empirical studies have examined cooperative learning processes in Islamic Religious Education, particularly in vocational school contexts. This study aims to analyze the implementation of Think-Pair-Share–based cooperative learning and its contribution to improving students’ social skills and conceptual understanding in Islamic Religious Education. A qualitative case study design was employed, involving classroom observations, semi-structured interviews, and learning documentation with eight purposively selected participants. Data were analyzed thematically through systematic processes of data reduction, coding, and interpretation. The findings indicate that the Think-Pair-Share model enhances active student participation, improves interpersonal communication and collaboration, and deepens conceptual understanding of fiqh topics, particularly riba in debt. The learning structure facilitates gradual cognitive engagement and reduces students’ anxiety in expressing ideas. Theoretically, this study strengthens social constructivist perspectives by demonstrating the role of structured interaction in knowledge construction. Practically, the findings suggest that cooperative learning can be effectively integrated into Islamic Religious Education to simultaneously develop cognitive competence and social skills among vocational school students. Keterbatasan kajian empiris mengenai pembelajaran kooperatif dalam Pendidikan Agama Islam, khususnya di sekolah menengah kejuruan, menunjukkan perlunya penelitian yang lebih analitis dan kontekstual. Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran kooperatif berbasis Think-Pair-Share serta kontribusinya terhadap peningkatan keterampilan sosial dan pemahaman konseptual peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi pembelajaran terhadap delapan partisipan yang dipilih secara purposif. Analisis data dilakukan secara tematik melalui proses reduksi, pengodean, dan interpretasi. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif berbasis Think-Pair-Share meningkatkan partisipasi aktif siswa, kemampuan komunikasi interpersonal, kerja sama kelompok, serta pemahaman konseptual materi fiqh, khususnya tentang riba dalam hutang. Secara teoretis, temuan ini memperkuat konstruktivisme sosial melalui interaksi terstruktur. Secara praktis, penelitian ini merekomendasikan penerapan berkelanjutan pembelajaran kooperatif dalam Pendidikan Agama Islam. ]]>
