<![CDATA[The learning process of Islamic Religious Education (PAI) at SMP Darul Ulum Sekampung, Lampung Timur shows a noticeable gap in students’ learning outcomes and participation levels, resulting in many students requiring additional individual or group assignments. This study aims to describe the instructional design of the Jigsaw-type Cooperative Learning model in PAI lessons and to analyze its effectiveness in improving students’ learning outcomes. The research employed the Kemmis and McTaggart Classroom Action Research (CAR) model, consisting of three cycles that encompass planning, action, observation, and reflection. Data were collected through observation, tests, and documentation, while data analysis was conducted using the paired sample t-test. The findings indicate that the effective implementation of the Jigsaw learning design consists of five heterogeneous groups of 5–6 students, with learning materials distributed according to the number of group members. The procedure includes forming home groups, creating expert groups, conducting material discussions, and presenting the discussion results back to the home groups, with the teacher acting as a facilitator and evaluator through individual quizzes. The results further show that the Jigsaw method significantly improves PAI learning outcomes, as evidenced by significant differences between pre-test and post-test scores in each cycle. In addition to improved learning outcomes, the use of the Jigsaw method encourages active student participation, strengthens their understanding of religious teachings, and develops social and collaborative skills. Therefore, the Jigsaw-type Cooperative Learning model is considered effective and feasible for application in PAI instruction..]]>
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