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This research is motivated by the tendency of students to pay attention to the teacher when explaining the material, the low activity of students in re-explaining the material that has been conveyed by the teacher this is due to the low learning outcomes of students, so this can affect the learning outcomes obtained from the cognitive domain, psychomotor domain, students' affective domain. Therefore, by applying the quiz team learning model, students are expected to grow maximum learning outcomes. The focus of the research is: (1) What are the steps for implementing geography learning using the quiz team model to improve the learning outcomes of class X students at MAN 8 Jombang?, (2) What are the supporting and inhibiting factors in implementing geography learning using the quiz team model? to improve the learning outcomes of class X students at MAN 8 Jombang?, (3) What is the impact of implementing Geography learning using the quiz team model to improve student learning outcomes at MAN 8 Jombang?, The research objectives (1) To find out how the implementation steps Geography learning by using the Quiz Team model to improve student learning outcomes at MAN 8 Jombang, (2) To find out the supporting factors and inhibiting factors in the implementation of Geography learning by using the Quiz Team model to improve class X student learning outcomes at MAN 8 Jombang, (3 ) To find out how the impact of implementing Geography learning by using the quiz team model to improve student learning outcomes in class X at MAN 8 Jombang. This research uses a qualitative approach to the type of descriptive research. Descriptive research is presented in the form of words found from observations which are then analyzed, interpreted, and drawn a conclusion. The population in this study were students of class X IPS 3 MAN 8 Jombang and school residents. Data collection techniques using interviews, observation, and observation. The results of the research were taken from the conclusions which showed that the application of the quiz team learning model could improve student learning outcomes which would later influence student learning outcomes to be more optimal.  

This classroom action research aims to improve reading skills through Jigsaw type cooperative learning for class VI students at SD Inpres, Sungguminasa, Gowa Regency. The subjects of this research were 40 grade VI students at SD Inpres Multilevel Sungguminasa, Gowa Regency. Academic Year 2023/2024. This PTK consists of 2 cycles, each consisting of 3 meetings. Data collection was carried out using the results of students' work when carrying out actions and observation sheets. The collected data was analyzed using quantitative analysis and qualitative analysis. The results achieved were: (1) students' reading ability before the action was held was in the low category with an average score of 4.88 from the highest possible score of 10. (2) Students' reading ability after taking action in the form of Jigsaw type cooperative learning in Cycle I was in the high category with an average score of 8.04 from the highest possible score of 10. (3) Students' reading ability after taking action, in the form of learning by applying models Jigsaw type cooperative learning in Cycle II was in the very high category with an average score of 8.84 from the highest possible score of 10. (4) There was an increase in the percentage of student attendance. (5) Students' interest, attention and motivation in participating in the learning process using the Jigsaw cooperative model has also increased, this can be seen from the increase in student activity in the learning process. The results of this research also show changes on the teacher's side, initially teachers were less creative in using various Jigsaw type cooperative learning strategies, which had a good impact, apparently being able to motivate and increase teacher interest in developing effective learning.

The purpose of this research is to find out how much influence the question and answer teaching method used by Jesus in John 4:1-28 has on the learning activity of Christian Religious Education for Class VIII Students of SMP Negeri 4 Tarutung TP 2023/2024, with the hypothesis that there is a positive and significant influence from the method. teaching questions and answers by Jesus in John 4:1-28 on the active learning of Christian Religious Education for Class VIII Students of SMP Negeri 4 Tarutung TP 2023/2024. This research is a population study, namely all 99 students. Data was collected using a closed questionnaire with 45 items compiled by the author based on variable indicators according to the conclusions according to experts' theories. The questionnaire trial was carried out on 48 respondents of class VIII students at SMP Negeri 2 Tarutung using a 45-item questionnaire and after being tested, the results of the validity of the questionnaire trial showed that the value of rcount > rtable = 0.159-0.715 > 0.284 (there were 6 question items that had validity less than rtable = 0.284, namely item numbers 21, 25, 27, 34, 37, 44) and the reliability of the questionnaire trial was at a value of 0.939. It has been tested for validity and reliability. However, in research at SMP N 4 Tarutung, invalid questionnaire items were replaced so that the research was carried out using a new questionnaire. The data analysis technique used is making a distribution table of respondents' answers based on alternative answers, making a distribution table of respondents' answers, looking for the correlation coefficient between X and Y by calculating the Product Moment correlation, testing the real level with the t test, knowing the degree of influence of variable test the hypothesis with the t test. This research concludes that there is a positive and significant influence between the question and answer teaching method by Jesus in John 4:1-28 on the learning activity of Christian Religious Education students in class VIII of SMP Negeri 4 Tarutung TP 2023/2024 with the relationship test obtained rcount>rttable, namely 0.281> 0.195, with a significant test of the relationship between Tcount > Ttable, namely 2.875>1.985. This means that H0 is rejected and Ha is accepted.

The study aims to determine the positive and significant influence of the jigsaw-type cooperative learning model on the learning activity of grade XI students of SMA Negeri 1 Ronggurnihuta for the 2023/2024 Learning Year. The research hypothesis is that there is a positive and significant influence between the jigsaw-type cooperative learning model on the learning activity of grade XI students of SMA Negeri 1 Ronggurnihuta, Samosir Regency for the 2023/2024 Learning Year. Descriptive quantitative research methods of inferential statistics. The population of all grade XI students of SMA Negeri 1 Ronggurnihuta for the 2023/2024 Learning Year who are Protestant Christians is 174 people. Random sampling is 30% of the total population, which is 52 people. The research instrument is in the form of a closed questionnaire. The results of the analysis requirements obtained a value of rxy=0.791>rtabel=0.226 and tcalc=9.142>ttabel=2.000 showed a relationship between the jigsaw-type cooperative learning model and the learning activity of grade XI students of SMA Negeri 1 Ronggurnihuta Learning Year 2023/2024 and obtained a regression equation. Test the hypothesis obtained Fcalculate = 83.776 > Ftable = 1.39 then H0 is rejected and Ha is accepted. The study concluded that there was a positive and significant influence between the jigsaw-type cooperative learning model on the learning activity of grade XI students of SMA Negeri 1 Ronggurnihuta, Samosir Regency for the 2023/2024 Learning Year of 62.57%.

This research aims to determine the positive and significant relationship between the Portfolio Based Learning Model and the Learning Activeness of Christian Religious Education of class X students at SMK Negeri 1 Siborongborong for the 2023/2024 academic year. The method used in this research is a descriptive quantitative research method. The population was all students of class The instrument for this research is a closed questionnaire. From the results of the positive relationship test calculations, the rcount value rcount=0.707> rtable=0.297(α=0.05, IK=95% N=50) thus it is known that there is a positive relationship between the portfolio-based learning model and active learning in education. Christian Religion and the results of the t test show the value and tcount=6.919> ttable (α=0.05, dk=n-2=48)=1.677, thus there is a significant relationship between the portfolio-based learning model and active learning in Christian Religious Education. So Ho is rejected and Ha is accepted. The research concluded that there was a positive and significant relationship between the portfolio learning model and the learning activity of Christian Religious Education for class