<![CDATA[The low ability to read Arabic narrative texts among 11th grade students at MA Plus Keterampilan Hasyim Asy'ari, caused by teacher-centered learning methods that lack active student interaction, serves as the background for this study. Therefore, this study aims to examine the effect of the Jigsaw cooperative learning model on the ability of 11th grade students at MA Plus Keterampilan Hasyim Asy'ari to read Arabic narrative texts. This study aims to examine the effect of the Jigsaw cooperative learning model on the ability of 11th grade students at MA Plus Keterampilan Hasyim Asy'ari to read Arabic narrative texts. Using a quantitative approach with an associative explanatory design, this study involved 60 students divided into experimental and control groups. Data were collected through valid and reliable pretest-posttest tests (α=0.85), then analyzed using simple linear regression after fulfilling the assumption of residual normality (p=0.101). The results showed a regression equation of Ŷ = 1.457 + 0.962X with an F value of 402.755 (p <0.001) and a high coefficient of determination (R²), proving the significant and strong effect of the Jigsaw model. In conclusion, the Jigsaw cooperative model is effective in improving narrative text reading skills with an increase in the average score from 56 to 90, while also developing students' collaborative competencies.]]>
Copyrights © 2026
