<![CDATA[This study aims to analyze the interaction between cooperative learning models and prior knowledge in influencing Islamic Religious Education learning outcomes. A quantitative approach with a factorial experimental design was employed, involving 96 students as the research sample. Data were analyzed using a Two-Way Analysis of Variance to examine the effects of learning models, prior knowledge, and their interaction on learning outcomes. The findings revealed significant differences in learning outcomes across learning models. The Think Pair Square model produced the highest mean score (78.72), followed by Think Pair Share (74.50) and conventional instruction (68.03). Significant differences were also found based on prior knowledge, with students possessing high prior knowledge achieving better learning outcomes than those with moderate and low levels. Furthermore, a significant interaction effect was identified between learning models and prior knowledge. The Think Pair Share model was more effective for students with high prior knowledge, whereas the Think Pair Square model yielded more optimal outcomes for students with moderate and low prior knowledge. These findings highlight the importance of aligning instructional strategies with students’ cognitive readiness to optimize learning outcomes in Islamic Religious Education.]]>
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