<![CDATA[This research aims to determine the Jigsaw Learning Model to Increase Student Competence at MAS Tarbaiyah Islamiyah, Hamparan Perak District, Deli Serdang. The research uses a narrative descriptive qualitative approach. The data sources are (1) primary data, obtained from school principals, teachers and students, (2) secondary data, obtained from literature, relevant research and documents. Data collection using observation, interviews, documentation and field notes. Data analysis by reducing data, displaying data/presenting data, and verifying/drawing conclusions. Based on the results of research on the application of the Jigsaw learning model to increase student competency at MAS Tarbaiyah Islamiyah, Hamparan Perak District, Deli Serdang, it can be concluded that the application of the Jigsaw learning model is more fun, there is creativity, innovation, new ideas emerge, critical thinking, so that it can increase student competency. In the Jigsaw model learning process, students really like exchanging ideas with other experts, changes in the way students learn because students are required to master the material provided by the teacher. By implementing the Jigsaw learning model, the teacher does not only play an active role in explaining the material because there is a division of tasks and expert groups. In addition, students' cognitive, affective and psychomotor competencies improve significantly, this is in line with the assessment process during group discussions and expert groups, as well as during presentations.]]>
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