<![CDATA[Mathematical problem-solving ability is a critical competency in 21st-century education, yet many students at the junior secondary level continue to struggle with solving non-routine problems and applying systematic strategies. This study aims to examine the effect of the Team Assisted Individualization (TAI) cooperative learning model on students' mathematical problem-solving ability in a madrasah context, which remains underexplored in previous research. A quantitative approach with a quasi-experimental, non-equivalent control-group pretest-posttest design was employed. The sample consisted of 65 eighth-grade students divided into an experimental group (n=32) taught using the TAI model and a control group (n=33) taught using conventional instruction. Data were collected via a validated essay test based on Polya's four problem-solving indicators and analyzed using an independent-samples t-test, with effect size calculated using Cohen's d. The findings revealed that the TAI model significantly improved students' problem-solving skills (p < 0.001), with the experimental group substantially outperforming the control group and a very large effect size (Cohen's d = 1.94). These results position TAI as an effective instructional alternative for madrasah contexts, addressing the research gap in the implementation of cooperative learning in such settings. The study contributes practical insights for mathematics teachers seeking to enhance higher-order thinking skills and offers a foundation for further research on TAI's long-term impacts across diverse educational environments.]]>
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