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Strengthening the position of cooperatives as business entities that are responsive to market changes and capable of competing effectively requires a well-planned business development strategy. In facing the challenges of globalization and increasingly complex business competition, cooperatives can no longer rely solely on the principle of togetherness but must implement a modern managerial approach based on data and measurable strategies. This study aims to analyze how cooperatives develop their businesses by understanding market characteristics and competitor strategies through the application of operations management using the Balanced Scorecard (BSC) framework. The method used is a literature review with a qualitative descriptive approach, focusing on analyzing various literatures related to cooperative management, strategic management, and organizational performance measurement systems. The findings show that the Balanced Scorecard is effective as a tool to assist in formulating comprehensive strategies through four main dimensions: financial, customer, internal process, and learning and growth. With this approach, cooperatives can improve operational performance, gain deeper insights into market needs, respond appropriately to competition, and create long-term value for all their members.

Digital transformation in health education opens up innovative opportunities to improve clean and healthy living behavior skills in the adolescent population. This study aims to analyze the effectiveness of education through digital media in improving clean and healthy living behavior skills in guidance studio students in Malaysia. The research method uses a mixed-method approach with a participatory action research design that integrates cooperative learning as the main strategy. The subjects of the study involved 32 students of Sanggar Bimbingan Kampung Pandan Malaysia consisting of 18 male students and 14 female students with an age range of 12-16 years. The intervention was carried out for 12 weeks using the "PHBS Digital Learning" application platform that integrates interactive multimedia features, quizzes, virtual simulations, and group discussion forums. Data collection was carried out through validated pre-test and post-test instruments with a Cronbach's Alpha reliability of 0.847. The results showed a significant increase in the composite knowledge score of 56.0% with a very large effect size (Cohen's d = 4.22), while practical skills increased by an average of 63.2% across all indicators. The digital platform facilitated 847 discussion posts with high engagement levels, reaching an average usage duration of 47.3 minutes per session. The transformation of student attitudes experienced a substantial increase from an average score of 2.3 to 4.2 on a scale of 1-5, with behavioral sustainability maintained by up to 78.1% of students in the follow-up evaluation. This study proves that digital media has high effectiveness in improving clean and healthy living behavior skills through the integration of cooperative learning and digital technology that creates a comprehensive and sustainable learning ecosystem.

The low learning outcomes of students in Biology learning at SMA Negeri 1 Tutuyan is the background for the need for learning innovations that are able to increase active participation and conceptual understanding. This study aims to analyze the effectiveness of the Group Investigation learning model in improving student learning outcomes in Cell materials. The research used a pseudo-experiment method with a one group pretest-posttest design. The research sample amounted to 35 students from class XI Science who were selected purposefully. The instruments used were multiple-choice tests, pre-tests and post-tests of 25 questions for each test. The results showed an increase in the average score from 23.14 in the pre-test to 83.14 in the post-test. Inferential data analysis using the t-test showed a t-calculated value of 89.55, far above the t-table at a significance level of 5%. The category of student learning outcomes has also undergone significant changes, from a very low majority to a high and very high majority. The application of the Group Investigation model encourages students to be active in investigation, group discussions, and independent learning, which strengthens their collective and individual mastery of the material. These findings prove that the Group Investigation model is effective in improving learning outcomes, and can be implemented as a learning strategy in the Independent Learning Curriculum. This study contributes to the development of cooperative learning models in the context of Biology learning at the high school level, and can be replicated in other materials and levels to strengthen its effectiveness.

By implementing The cooperative learning method known as think, pair, share (TPS) paradigm in the eleventh grade at MAN Karawang, this study seeks to enhance students' comprehension of halal and healthy eating. The research has been conducted in two cycles using Classroom Action Research (CAR).methodology employed. There are twenty multiple-choice questions on the test that has been used. The findings of the study indicate that pupils' comprehension has improved. Just 15% of pupils finished the pre-cycle activities, with an average score of 66. This rose to 59% with a 73 average score in the initial cycle, and all students finished the activities with a mean score of 89 in the second. The pupils are encouraged to think critically, participate actively, and have discussions when Think Pair Share (TPS), a cooperative model, is applied. As a result, this strategy has been successful in improving students' comprehension through interaction

This study aims to improve student learning outcomes in Grade XI ATPH 3 of SMK Negeri 1 Purwosari in the subject of Vocational Expertise Concentration on fertilization elements by implementing the cooperative learning model type Teams Games Tournament (TGT) using the interactive media Bamboozle. This research is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observation, and documentation. The results showed that the implementation of the TGT model supported by Bamboozle media improved students’ average scores from 54.55 in the pre-cycle to 72.73 in cycle I and 81.82 in cycle II. The percentage of mastery learning increased from 6% to 39% and then to 82%. The use of TGT combined with Bamboozle was proven effective in enhancing students’ learning outcomes, engagement, and motivation. Thus, this strategy is recommended as an alternative interactive and engaging learning method in vocational subjects at vocational schools.

This study aims to determine the effect of the application of the cooperative learning model on the ability to collaborate, communicate, and student learning outcomes in grade 2 of SD Negeri 31 Muaro. This study uses a qualitative approach with the interview method as the main data collection technique. Information was obtained through in-depth interviews with classroom teachers who have applied the cooperative learning model in the learning process. The results of the study show that the application of the cooperative learning model has a positive impact on students' ability to work together, improve communication skills between students, and contribute to improving student learning outcomes in general. Teachers state that students become more active, help each other in groups, and are more courageous to express their opinions. These findings indicate that the cooperative learning model can be an alternative effective learning strategy to improve the social and academic aspects of students at the elementary school level.

This study aims to improve the learning outcomes of Social Studies (IPS) for class VIII C students at MTs Negeri 1 Pasuruan through the implementation of the cooperative learning model Teams Games Tournament (TGT) assisted by Educaplay media. The background of this research is based on the low student achievement, with only 06,25% of students scoring ≥70 in the pre-action stage. This research is a Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. Each cycle included two meetings. The results showed a gradual improvement in student learning outcomes: 46,88% in the first cycle, 59,38% in the second cycle, and 78,12% in the third cycle. This increase was due to improvements in teaching strategies, including engaging introductory activities, contextualizing materials with students’ surroundings, and group-based reward systems. The implications of this study indicate that the TGT model assisted by Educaplay successfully fosters an active, enjoyable, and competitive learning environment, which positively impacts students’ academic performance. This model can serve as an effective alternative teaching strategy for teachers seeking to enhance student engagement and achievement in the classroom.

This study aims to examine the impact of the Jigsaw cooperative learning strategy on student learning outcomes at the secondary school level. Using a literature review method, the research synthesizes theoretical perspectives on cooperative learning, detailed applications of the Jigsaw model, and empirical findings from previous studies that focus on its effects across cognitive, affective, and psychomotor domains. The findings indicate that the Jigsaw strategy significantly improves students’ cognitive achievements and fosters affective development such as motivation, empathy, and positive attitudes toward learning. In addition, this strategy enhances students’ social interaction skills and promotes collaborative behavior, contributing to a more inclusive and engaging classroom environment. The collaborative nature of the Jigsaw model allows students to take responsibility for their own learning while also supporting their peers, which contributes to deeper understanding and retention of the material. These outcomes suggest that the Jigsaw method is an effective instructional approach for enhancing student engagement and academic performance. The implications of this study emphasize the importance of providing professional development opportunities for teachers to effectively implement the Jigsaw strategy. Furthermore, schools are encouraged to foster a classroom climate that supports teamwork and active student participation. Overall, this review highlights the Jigsaw model as a promising pedagogical tool for improving student outcomes and fostering 21st-century skills in secondary education settings.

This study aims to explore how cooperative learning strategies contribute to the enhancement of students’ religious character within the context of Islamic Religious Education (PAI). Using a literature review approach, this research collects and analyzes various scholarly sources concerning cooperative learning models, religious character values, and the teacher’s role in shaping students' personalities based on Islamic principles. The findings indicate that cooperative learning strategies not only engage students cognitively but also create a learning environment that fosters the internalization of religious values such as honesty, responsibility, discipline, empathy, and tolerance. The teacher's role as a facilitator is crucial in guiding group dynamics to be infused with moral and spiritual values. Thus, this strategy proves to be both relevant and effective in supporting a holistic approach to religious character education.

Learning strategies play a vital role in determining the success of the educational process, particularly in achieving learning objectives effectively and efficiently. This article aims to comprehensively examine fundamental concepts of learning strategies by addressing five main research questions: (1) what is the definition of learning strategies? (2) how are models, approaches, strategies, methods, and techniques of learning interrelated? (3) what are the classifications of learning strategies? (4) what are the essential components of a learning strategy? and (5) what considerations are important in selecting an appropriate learning strategy? Using a descriptive-qualitative approach, this article draws upon various educational literature, both classical and contemporary, to formulate a comprehensive understanding of learning strategies. The discussion on the definition highlights that a strategy is not merely a technical step but also a pedagogical framework that reflects a systematic way of thinking. Furthermore, this article emphasizes the importance of understanding the interconnectedness of learning models (conceptual frameworks), approaches (philosophical orientations), strategies (overall plans), methods (procedural steps), and techniques (practical actions) in order for educators to design cohesive and holistic learning processes. The classification of learning strategies is discussed based on the learning approach used, such as expository, inquiry-based, cooperative, contextual, and problem-based strategies—each with its own advantages and challenges. The article also identifies key components of learning strategies, including learning objectives, student characteristics, materials, media, methods, and evaluation. In choosing the appropriate strategy, the author highlights the need to consider factors such as learning goals, learner characteristics, available resources, and the socio-cultural context of the learning environment, particularly within the framework of Islamic education. The findings of this study are expected to contribute both theoretically and practically to the development of more contextual, adaptive, and relevant learning designs, especially for educators and prospective teachers within Islamic State Universities.    

This study aims to determine (1) the types of strategies used by Islamic Religious Education teachers to enhance students' learning motivation at UPT SPF SD Inpres Perumnas I Makassar, (2) the impact of implementing these strategies on students' learning motivation at UPT SPF SD Inpres Perumnas I Makassar, and (3) the supporting and inhibiting factors influencing Islamic Religious Education teachers in enhancing students' learning motivation at UPT SPF SD Inpres Perumnas I Makassar. This research employs a qualitative descriptive approach to gather factual information and truths occurring in the field through data collection techniques such as observation, interviews, and documentation. The findings of this study indicate that (1) Islamic Religious Education teachers use various strategies to enhance students' learning motivation, including expository, contextual learning, cooperative learning, inquiry, ice-breaking activities, reinforcement, praise, punishment, and grading. (2) The implementation of these strategies has positively impacted students' motivation by increasing enthusiasm for learning, improving focus, fostering responsibility for both academic and non-academic tasks, and preventing boredom during the learning process. (3) The supporting factors in the teaching and learning process include adequate facilities and infrastructure, as well as the application of effective and efficient teaching methods. Meanwhile, the inhibiting factors faced by students include a lack of parental awareness in providing attention and support for their education, as well as the influence of peers who tend to be less motivated in participating in learning activities.

This study explores the implementation of the Jigsaw method, a cooperative learning strategy, in a junior high school setting and its impact on student motivation. The aim is to investigate how the Jigsaw method affects students’ motivation to learn, especially in the context of science learning. Active student participation in the learning process is emphasized in the Jigsaw Cooperative Learning Method. A literature review is the research methodology used, with an emphasis on sources released in the last ten years to ensure validity and relevance. Articles, books, dissertations, and research reports discussing the Jigsaw approach and its impact on junior high school students’ motivation are good places to find these sources. The findings indicate that the Jigsaw method significantly increases student engagement and motivation. Students are divided into diverse groups where each member learns a specific section of the material, the Jigsaw method encourages collaboration and peer teaching, which are essential for developing social skills and a sense of responsibility among students. This confirms that the Jigsaw method is a viable strategy for improving student motivation and learning outcomes in a junior high school setting.  

This study investigates the effectiveness of the Jigsaw cooperative learning model in enhancing fourth-grade students’ understanding of Asmaul Husna in elementary schools. The research employed a pre-test and post-test design, involving an experimental class that applied the Jigsaw method and a control class that used conventional teaching. Data were collected through written tests designed for elementary-level comprehension and observation sheets to record students’ learning activities. The results indicate that the Jigsaw model fosters greater student engagement, encourages collaboration, and facilitates a clearer understanding of the material, as students actively participate in sharing knowledge with peers. In addition, the method nurtures a sense of individual responsibility and improves communication skills among students. The teacher’s role as facilitator proved essential in guiding group interactions and ensuring that learning objectives were met effectively. These findings suggest that the Jigsaw model can serve as an effective alternative strategy for teaching Islamic Religious Education in elementary schools, particularly on topics such as Asmaul Husna that require not only cognitive understanding but also moral application in daily life.

Each person has a different character, especially within the scope of the school, all students have different behavior and characteristics, so a Pai teacher plays a very important role in improving the honorable morals of each student at Dharma Utama Middle School, Sukasari village. In improving the quality of students' morals towards anyone, a PAI teacher educates and instills nobility by using interesting learning methods so that students do not get bored and fed up. A pai teacher most importantly instills the qualities of honesty, patience in students in studying, and in learning the pai teacher is also required to understand various learning methods so that students are active, responsible and disciplined. Slowly, lazy students will think, their hearts will be touched if the method applied is appropriate and relevant for every student at Dharma Utama Middle School. The first method used is a direct learning strategy and the second is cooperative learning (creating groups in learning). 

This study aims to analyze the implementation of the Think-Pair-Share (TPS) cooperative learning method in the teaching of Islamic Religious Education (PAI) at SMP YPMA Medan. The problem addressed is the low level of active student participation in PAI learning. To address this issue, the TPS method was implemented as a strategy to increase student engagement. This research used a qualitative method with a descriptive approach. Data collection was carried out through observation, interviews, and documentation. The results showed that the application of the TPS method significantly increased student activity in discussions and collaboration, as well as deepened their understanding of the learning material. Students were more motivated and actively participated in the learning process, showing improvement in academic achievement. These findings indicate that the TPS method is effective in teaching PAI, particularly in facilitating interactive and collaborative learning.

The aim of the research is to determine the interest of class IV SDN 02 Taman Madiun in learning science and science material on plant parts by applying the TGT type cooperative learning model. Using the Classroom Action Research (PTK) method which was carried out in two cycle meetings. Stages include observation, planning, implementation, and reflection consisting of each cycle. 7 class IV students at SDN 02 Taman Madiun were used as research subjects. Data collection instruments consist of interviews, questionnaires, observations and documentation. The results of the research prove that fourth grade students' interest in learning science and science material about plant parts has increased after implementing the TGT type cooperative model.  The percentage of interest results increased, initially 68.52% in the first practice cycle meeting, then increasing to 85.26% after the second practice cycle meeting. These results become an alternative strategy to achieve interest in learning for class IV SDN 02 Taman as expected through the implementation of the TGT type cooperative model.

Creativity is an important ability that needs to be developed from an early age. At the elementary school level, implementing innovative learning strategies can be the key to fostering student creativity. This article examines various innovative learning strategies that are effective in increasing elementary school students' creativity. Through project-based, discovery, cooperative, technology, and STEAM approaches, students are expected to develop creative thinking skills that will benefit them in the future.

The implementation of bureaucratic reform at the Secretariat General of the Ministry of Cooperatives and SMEs of the Republic of Indonesia is still seen as an additional task and has not become an integrated part of the strategy to increase efficiency and effectiveness in realizing agency performance, then the organizational and governance restructuring carried out still requires adjustments to tasks and functions in achieving output as expected, then another problem is the still limited professionalism of the apparatus, especially in terms of competence and commitment in implementing bureaucratic reforms. This study aims to identify and analyze the strategy for implementing bureaucratic reform in government institutions, the Office of the Ministry of Cooperatives and SMEs of the Republic of Indonesia, especially the Secretariat General based on Geoff Mulgan's theory, of purpose, environment, direction, action, learning. The method used is descriptive with a qualitative approach. Data collection techniques through interviews, observation, and documentation. The results of the study show that the objective indicators are optimal, namely the leaders of the bureaucratic reform team and employees are trying to increase the value of bureaucratic reform indicators with various activity programs. Environmental indicators are not optimal, due to the lack of human resources in abilities, knowledge, attitudes. The direction indicator is optimal, because employees get guidance and direction from the leader in terms of coordination, communication and motivation. The action indicators have not been optimal, because they are still faced by unresolved obstacles such as the transfer of positions between units and policy changes. In learning indicators that are not optimal, in the performance targets of each individual and organizational performance, the results are still lacking and there are still supervisors who do not reflect the feasibility and appropriateness so that they must be retested in order to realize good practice.

This abstract discusses cooperative learning strategies and their benefits in improving the quality of learning. Cooperative learning is a learning strategy in which students learn in small, heterogeneous groups to achieve common goals. This strategy has several goals, namely improving academic achievement, acceptance of diversity, and development of social skills. Cooperative learning strategies are effective learning strategies to improve the quality of learning. Factors that influence the success of cooperative learning strategies must be considered and implementation steps must be taken appropriately.

The application of cooperative learning strategies is increasingly popular in improving students' cooperation skills at various levels of education. This research aims to determine the application of cooperative learning strategies in PAI learning to increase student cooperation. The data collection used by researchers is a literature study by studying and citing several sources from textbooks, articles, journals, modules and other publications. The research results show that the application of cooperative learning strategies can improve students' cooperation skills significantly. These findings provide an important contribution to the development of learning models that are oriented towards collaboration and cooperation in the educational environment.