<![CDATA[This study aims to examine the effect of the Student Teams Achievement Divisions (STAD) learning strategy on the learning outcomes of eighth-grade students in Fiqh at Al Umar Junior High School. To date, Fiqh instruction has been dominated by a conventional, teacher-centered approach, resulting in students who tend to be passive, unmotivated, and struggle to understand and apply both conceptual and practical material. This study employed a quantitative approach using a quasi-experimental design. Additionally, an unequal control group design was implemented using a pretest-posttest control group pattern. Two eighth-grade classes with similar characteristics were selected through purposive sampling. The experimental group received instruction using the STAD model for 6 to 8 sessions, while the control group used the standard teaching approach. A learning outcome test, consisting of thirty multiple-choice questions that had been validated and tested for reliability (Cronbach’s Alpha = 0.852), was administered. Descriptive and inferential statistics were used to analyze the data. SPSS version 26 was used for this analysis. The results of the study indicate that the experimental group achieved better learning outcomes. The average pretest score of 67.40 increased to 81.04 on the posttest, with an N-Gain of 0.68, which is a high value. There was no significant difference between the experimental and control groups.]]>
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