<![CDATA[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.]]>
