<![CDATA[This study aims to examine three aspects: 1) how the Cooperative Integrated Reading and Composition (CIRC) learning model is implemented in Islamic Education (PAI) learning, 2) students’ learning outcomes before the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model; and (3) the improvement of students’ learning outcomes after the implementation of the Cooperative Integrated Reading and Composition (CIRC) model. This research employed a quantitative approach using an experimental method with a one-group pretest–posttest design. The research subjects were 19 students from class VIII A at SMP Plus Miftahul Hidayah. Data were collected through observation and learning outcome tests in the form of pretests and posttests. The research instruments were tested for validity and reliability prior to use. Data analysis techniques included the normality test, homogeneity test, paired sample t-test, and N-Gain analysis. The results showed that the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model was conducted effectively, as indicated by observation results of teacher and student activities that achieved a total score of 80 and were classified in the very good category. The average pretest score was 65.00, which increased to 93.16 in the posttest. The results of the t-test indicated a significant difference between pretest and posttest scores (p < 0.05), while the N-Gain result was 0.80, which falls into the high category. Therefore, the Cooperative Integrated Reading and Composition (CIRC) learning model was proven to improve students’ learning outcomes in Islamic.]]>
