<![CDATA[Student learning outcomes in the seventh grade at MTs Negeri 2 Kuansing, particularly in the Fiqh subject, remain low, characterized by passive participation, limited paraphrasing ability, and lack of confidence during discussions. The Think Talk Write (TTW) learning model theoretically enhances outcomes through sequential stages of thinking, talking, and writing. This study aims to determine the effect of the TTW model on seventh-grade students' Fiqh learning outcomes at MTs Negeri 2 Kuansing. A quantitative causal-associative method was employed with a sample of 51 students. Primary data were collected via questionnaire, while secondary data were obtained through observation, interviews, and documentation. Data were analyzed using SPSS 20. Results indicate a t-value of 6.660, exceeding the critical t-value of 2.010, with a significance value of 0.000 < 0.05, leading to the rejection of Hâ‚€. It is concluded that the TTW model significantly affects student learning outcomes in the Fiqh subject.]]>
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