<![CDATA[Low learning outcomes in Islamic Religious Education (IRE) remain a common problem in classroom learning, as reflected in students’ low participation, limited courage to express opinions, lack of questioning, and low discipline in completing assignments. These conditions result in many students failing to achieve the Minimum Mastery Criteria, with 55.17% of fifth-grade students at MIN 4 Way Jepara not meeting the standard. Theoretically, the cooperative learning model of Teams Games Tournament (TGT) offers an alternative solution by emphasizing teamwork, healthy competition, and active student involvement in the learning process. This study aims to improve students’ learning outcomes in Islamic Religious Education through the implementation of the Teams Games Tournament (TGT) cooperative learning model. The research employed Classroom Action Research (CAR) conducted in two cycles with six meetings. The research subjects consisted of 29 fifth-grade students of class V B at MIN 4 Way Jepara in the 2024/2025 academic year. Data were collected through learning outcome tests, observations of student learning activities, and documentation. The results show that the implementation of the Teams Games Tournament (TGT) model effectively improved students’ learning outcomes. Learning mastery increased from 70.31% in Cycle I to 88.20% in Cycle II. This improvement was accompanied by increased student activity and enthusiasm during the learning process. Therefore, the Teams Games Tournament (TGT) model is effective in improving learning outcomes in Islamic Religious Education.]]>
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