<![CDATA[The low level of student participation in Fiqh learning has resulted in suboptimal learning outcomes, highlighting the need for instructional models that provide equal opportunities for active participation. This study aimed to examine the effect of the Time Token cooperative learning model on the Fiqh learning outcomes of eleventh-grade students at MAN 2 Bukittinggi, both overall and based on gender. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 53 students selected through purposive sampling. Data were collected through tests, observations, and documentation, and analyzed using normality and homogeneity tests, N-Gain analysis, and the Independent Samples t-test. The findings revealed that the Time Token model significantly improved students' Fiqh learning outcomes overall (Sig. = 0.000 < 0.05), among male students (Sig. = 0.021 < 0.05), and among female students (Sig. = 0.003 < 0.05). These findings indicate that the Time Token model effectively enhances learning outcomes, active participation, and equal classroom engagement. Teachers should consider students' characteristics when selecting instructional models; however, gender should not be the primary consideration, as the Time Token model is equally effective for both male and female students.]]>
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