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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 research is based on the background of the problems found in grade IX of SMP N 1 Gunuang Omeh District that the low motivation of students in learning mathematics, this is characterized by students who look lazy in learning and only a few students pay attention when the teacher explains the material. Then, from the results of the students' daily test scores, it was also found that the low ability to understand mathematical concepts of grade IX students at SMP N 1, Gunuang Omeh District. The formulation of the problem in this study is how is the motivation of students to learn in mathematics subjects using the Student Teams Achievement Division (STAD) type cooperative learning model for grade IX at SMP N 1 Gunuang Omeh District for the 2023/2024 Academic Year and whether there is a significant positive influence using the Student Teams Achievement Division (STAD) type cooperative learning model on the ability to understand mathematics concepts of grade IX students at SMP N 1 Kecamatan Gunuang Omeh for the 2023/2024 Academic Year. This type of research is a quasi-experimental experiment with a Randomized Control Group Only Design research design. The population in this study is all grade IX students at SMP N 1, Gunuang Omeh District. Sampling was determined at random first by a normality test, a homogeneity test, and an average similarity test on population data. The sample in this study is class IX-2 as the experimental class and class IX-3 as the control class. The results of the analysis of the student mathematics learning motivation questionnaire data were obtained with a percentage of 72.28% with high motivation criteria and the test of students' ability to understand mathematical concepts was calculated using the t-test obtained tcount = 3.180 and and ttable = 1.672 because tcount > ttable means subtracting H0 and accepting H1 at the real level α=0.05, and by using SPSS26 Sig = 0.003 was obtained which means that sig ≤α with α=0.05.

This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

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.

This research uses a qualitative approach to identify societal issues that affect both individuals and communities. At SMP Negeri 17 Malang City, the principal, student representatives, PPKn teachers, and a number of students served as data sources. Data collection methods included observation, interviews, and documentation. The collected data includes both primary and secondary sources. We used both formal and unstructured interviewing methods. This study's data analysis process included three steps: data reduction, data presentation, and conclusion/verification. We also used triangulation methods to assess the validity of the data. Pre-field, fieldwork, involvement during data collection, and data analysis are the phases of the study process. To define Pancasila ideals and learn how to apply them using the cooperative learning model at SMP Negeri 17 Malang City, this research set out to ascertain the role that PPKn instructors play in doing so. The study's findings demonstrated that instructors have a responsibility to care for, acknowledge, and counsel pupils who lack motivation or discipline in addition to imparting knowledge. To prevent such issues, it is recommended that future research focus more on the role PPKn instructors play in boosting students' enthusiasm to study and selecting learning models that fit the infrastructure and facility requirements.

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.    

The low level of student learning activity is often found in school learning activities, which has an impact on poor learning outcomes. This study aims to examine the significant comparison of learning activities and physics learning outcomes of vocational high school students using the cooperative learning models STAD (Student Teams Achievement Division) and TGT (Teams Games Tournament), as well as to describe student responses after the implementation of both models on the topic of energy and its changes. This research is a true experimental study with a posttest-only control group design. The population in this study consisted of 186 students, and the sample was determined using a cluster random sampling technique. Data collection methods included observation, tests, questionnaires, interviews, and documentation. The classical assumption test used was the normality test, followed by statistical analyses using the Independent Sample T-test and the Mann-Whitney U-test. The results of the analysis of student learning activity data using the Independent Sample T-test showed a Sig. (2-tailed) value of 0.699 > 0.05, while the analysis of learning outcome data using the Mann-Whitney U-test showed a Sig. (2-tailed) value of 0.806 > 0.05. These results indicate that there is no significant difference between the two learning models in terms of their effect on student learning activities and physics learning outcomes. In addition, the analysis of student responses showed that the implementation of the STAD and TGT models received a very good response. Thus, it can be concluded that while there is no significant difference between the two models, both are effective in generating student interest and positive engagement in learning physics.

This research aims to investigate the effect of cooperative learning model Team Games Tournament (TGT) with Educaplay media on science learning outcomes of fifth-grade students at SDN 060970 Bagan Deli. The study employed a quantitative method with a Quasi-Experimental design using pretest and posttest with non-equivalent control-group design. The research subjects were 56 fifth-grade students at SDN 060970 Bagan Deli, selected through purposive sampling technique. Based on the research results, the data analysis showed a significance value (2-tailed) of 0.000 < 0.05. The hypothesis was accepted based on the t-test where t-hitung = 4.524 > t-tabel = 1.673, resulting in the rejection of H0 and acceptance of Ha. The mean score in the control class was 70.53, while the experimental class achieved a mean score of 80.36. The effect size calculation using Cohen's d formula yielded a value of 1.206, which is interpreted as a large effect size. Therefore, it can be concluded that the cooperative learning model TGT with Educaplay media has a significant effect on improving the learning outcomes of fifth-grade students at SDN 060970 Bagan Deli.

This study aims to determine the efforts to develop character through ro'an (mutual cooperation) actions at the Walisongo Sukajadi Islamic Boarding School. The problem is that in the Islamic boarding school there is a ro'an tradition, namely the tradition of mutual cooperation of students in carrying out the mandate of the boarding school caretaker. The Wali Songo Islamic Boarding School is one of the salafiyyah boarding schools in Central Lampung which has two ro'an traditions, namely monthly or grand ro'an and daily ro'an. Daily ro'an is a ro'an that is specifically carried out by students nderek ndalem or nderek kyai. Through this tradition, the boarding school caretaker tries to instill a character of responsibility and honesty in students. This study is a qualitative study where the researcher provides descriptive data in the form of words, pictures, and not values. Data were obtained from observation, interviews, and documentation. The results of the study showed (1) The implementation of ro'an activities at the Wali Songo Islamic Boarding School went well. The implementation of ro'an is divided into two activities, namely ro'an carried out by some students and ro'an carried out by all students. Daily ro'an is carried out by the nderek students and is carried out by coordinating between students so that all work entrusted can be completed properly; (2) Instilling a character of responsibility in students through ro'an, including by giving mandates, giving direction, input, and motivation. Meanwhile, instilling an honest character includes getting students used to being honest in everything they do, and giving students trust; (3) The results of ro'an activities in instilling a character of responsibility make students more responsible in carrying out everything they do. Meanwhile, the impact of ro'an activities in instilling an honest character is that students are used to being honest in everything they do.

This research is motivated by the reality in the field that shows the low skills of writing explanatory texts of students in grade V of SDN 23 Balai Naras, Pariaman City. This is because teachers do not develop learning models and media and teachers still have not implemented three things that are the basis for learning to write, namely pre-writing activities, during writing, and post-writing so that students are less interested in learning to write. This study aims to describe the improvement of explanatory text writing skills using the Think Talk Write cooperative model in grade V students of SDN 23 Balai Naras, Pariaman City. This type of research is Classroom Action Research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, each cycle has stages of planning, implementation, observation, and reflection. The subjects in this study were teachers and grade V students totaling 25 people consisting of 14 males and 12 females. The results of the study showed an increase, in the teaching module in cycle I obtained an average value of 89.06% Good (B), then increased in cycle II with an average value of 96.87% very good (SB). The assessment of the teacher aspect in cycle I obtained an average value of 85% Good (B), increasing in cycle II with an average value of 95% very good (SB). The assessment of the student aspect in cycle I obtained an average value of 85% Good (B), increasing in cycle II with an average value of 95% very good (SB). The assessment of the knowledge aspect in cycle I obtained an average value of 68.8% less (D) increasing in cycle II with an average value of 83.2% good (B). The assessment of the skills aspect in cycle I obtained an average value of 70.73% sufficient (C) increasing in cycle II with an average value of 87.31% good (B). It can be concluded that the cooperative think talk write model can improve the writing skills of explanatory texts of students in class V of SDN 23 Balai Naras, Pariaman City.

The Differentiated Approach is an approach that emphasizes the diverse learning styles of learners. The research aims to examine how a differentiated approach can increase students' learning activeness. Through the literature review method by relying on references that discuss the same topic in previous studies, it is expected to be able to increase activeness in students, especially in ASEAN material in social studies learning in elementary schools by focusing on the Cooperative Learning model, it is hoped that this model can provide enthusiasm to be active in students in the learning process. The results obtained prove that learning social studies in elementary school on ASEAN material using Cooperative Learning learning models can significantly increase student activeness in following learning.

Writing skills play an important role in students ' language development, especially at the elementary school level. However, many students have difficulty expressing thoughts and ideas in writing. This study aims to analyze the application of Cooperative Integrated Reading and Composition (CIRC) learning model in improving students ' writing skills and creativity. The Cooperative Integrated Reading and Composition (CIRC) learning Model was chosen because it can integrate writing activities and develop students ' creativity. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation studies. The results showed that the application of Cooperative Integrated Reading and Composition (CIRC) model can improve students ' writing skills, seen from their ability to construct sentences and convey ideas more structured and effective. In addition, student creativity also increased, where students were able to organize ideas, as well as pour them in writing with the right word selection.  The CIRC Model also encourages cooperation, critical thinking and student creativity. This study identifies several challenges in its application, so it is advisable to implement the CIRC model with good time management and effective classroom management strategies to achieve optimal results. This study concludes that the Cooperative Integrated Reading and Composition (CIRC) learning model is an effective approach to improve students ' writing skills and creativity in elementary school.

This research was motivated by the low narrative essay writing skills of class IV students at Madrasah Ibtidaiyah Al-Mukhlisin, Jambi City. The aim of this research is to improve the process and skills of writing students' narrative essays using the cooperative integrated reading and composition model in the Madrasah Ibtidaiyah Al-Mukhlisin class in Jambi City. This research is a classroom action research consisting of two cycles. The subjects of this research were students from the Madrasah Ibtidaiyah Al-Mukhlisin class in Jambi City. The research results showed that the average teacher observation score in cycle I was 79 and in cycle II it increased to 89.55 in the "good" category. The results of student observations in cycle I were 73.9 and increased in cycle II to 88.5 in the "good" category. Classical completion of narrative writing skill scores in the pre- cycle obtained an average score of 61.1 in the "Not Good" category. In cycle I, an average score of 79.1 was obtained in the "Pretty Good" category and this increased to 85.7 in the "Good" category in cycle II. It was concluded that the use of the cooperative integrated reading and composition (CIRC) learning model can improve the process and skills of writing narrative essays.

This type of research is an experimental research involving two experimental groups. The sample in this study was class XII.  1 as experimental class 1 and class XII. 2 as experimental class 2. Data were collected using questionnaires, tests, and observation sheets. The data were then analyzed descriptively and two-way analysis of variance (ANOVA) and continued with a post hoc test. The results of the study showed that (1) the average mathematics learning achievement of students using the Talk Stick cooperative learning model was 88.7 out of an ideal value of 100 with a very high category, (2) the average mathematics learning achievement of students using the Example Non-Example cooperative learning model was 87.6 out of an ideal value of 100 with a very high category, (3) there was a significant difference in mathematics learning achievement between students with high, medium, and low learning motivation with a significance of 0.001, and (4) there was no interaction between the cooperative learning model and motivation on mathematics learning achievement with a significance of 0.306.

Learning interest is one of the key factors influencing students' success in understanding a subject. In reality, many students struggle to engage with Natural Science (IPA) lessons due to less interactive and conventional teaching methods. The Team Games Tournament (TGT) cooperative learning model is an approach that can be used to enhance students' interest in learning through engaging games and academic competitions.This study aims to increase the learning interest of third-grade students at SD GMIT Nenu in Natural Science (IPA) by implementing the TGT method. The research employs a Classroom Action Research (CAR) method, conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 16 third-grade students at SD GMIT Nenu in the 2022/2023 academic year. Data collection techniques included observations, learning interest questionnaires, interviews, and learning outcome tests. The collected data were analyzed using qualitative and quantitative descriptive techniques.The results indicate that the implementation of the TGT method significantly increased students' learning interest. Before the intervention, only 45% of students demonstrated a high interest in learning, with an average test score of 65.0. After applying the TGT method in the first cycle, learning interest increased to 75%, and the average student score improved to 80.5. In the second cycle, students' learning interest reached 93.75%, with an average score rising to 98.12. These findings demonstrate that the TGT method makes learning more engaging, fosters student interaction, and helps them understand scientific concepts more effectively.Based on these findings, it can be concluded that the TGT cooperative learning method is effective in enhancing elementary school students' learning interest. Teachers are encouraged to adopt this method for teaching Natural Science or other subjects that require active student participation. Furthermore, future research can be conducted to explore the effectiveness of this method in higher education levels and in different classroom settings.

This study aims to examine the impact of implementing the Think-Pair-Share (TPS) cooperative learning model on improving academic motivation and learning achievement in Indonesian language lessons at SD Pangeran Antasari Medan. The TPS model was chosen because it encourages students to actively engage in discussions and collaborate, which can enhance their involvement in learning. The research method used is a quantitative approach with an experimental design, where data is collected through pre-tests and post-tests to measure changes in students' motivation and academic performance. In addition, a questionnaire was used to assess students' academic motivation. The results of the study show a significant improvement in both academic motivation and learning achievement after the implementation of the TPS model. Normality and statistical tests were conducted to ensure the validity of the data. This study provides benefits for the development of Indonesian language teaching at the elementary level by introducing a method that can effectively improve students' motivation and academic performance.

The Jingling Button Type Cooperative Learning Model is a learning model whose main objective is to achieve equal learning opportunities for each student so that students become more active in the learning process. This research aims to determine the effect of the rattling button type cooperative learning model on student learning outcomes in thermochemical material at SMA Negeri 2 Tenggarong Seberang. The research population was all students of class XI MIPA SMA Negeri 2 Tenggarong Seberang. Sampling used a cluster random sampling technique, so that the research samples were obtained, namely class XI MIPA 2 students and class XI MIPA 3 students. Student learning outcomes were obtained from posttest scores and daily tests. The data analysis techniques used are normality test, homogeneity test and t test. The results of the analysis of the data obtained show that the average learning outcome score for experimental class students is 82.65, which is higher than the average learning outcome score for control class students, which is 72.62. Based on the results of the data analysis that has been carried out, it can be concluded that the application of the rattling button type cooperative learning model has a better influence on student learning outcomes at SMA Negeri 2 Tenggarong Seberang on Thermochemistry material.

This research aims to determine the application of the jigsaw type cooperative learning model to fifth grade students at Hasanuddin Elementary School, Medan Helvetia, in the mathematics subject of integers. This type of research uses PTK (Classroom Action Research). The subjects in this research were all 30 fifth grade students at Hasanuddin Elementary School, consisting of 13 men and 17 women. Meanwhile, the object of this researcher is to improve student learning outcomes in mathematics subjects covering integers. We can observe data on the comprehension abilities of class V students in classes using the Jigsaw model in table 1, then the data is analyzed using the SPSS version 25.0 application. The results of data analysis show that the learning outcomes in class V using the Jigsaw model obtained a class average score of 83.30. The average value of students' mathematical understanding was classified as good, followed by the highest score obtained by class V students at Hasanudin Elementary School was 100. 00 and the lowest value is 63.00. Based on data processing on the mathematical understanding ability of fifth grade students at Hasanuddin Elementary School using the Jigsaw model, it is known that 3 students got scores in the range of 56-70 (medium category) or 10.0% of the entire sample, 14 students got scores in the range. 71-85 (good category) or 46.7% of the entire sample, and 13 students got scores in the range of 86-100 (very good category) or 43.3% of the entire sample.

The goal to be achieved from this study is to Improve Critical and Creative Thinking Skills, as well as Increase Students' Interest in Learning Biology in Class XI A4 SMA Negeri 1 Airmadidi Through the Application of the Synectics, Mind Maps, Cooperative Learning (SM2CL) Learning Model. The problems in this study are low interest in learning students; Students are more likely to be passive when studying; Teachers have never used learning models that can make students think critically and creatively; Learning is more teacher-centered. The research method used is the Classroom Action Research (PTK) method. The results of the research conducted in class XI A4 of SMA Negeri 1 Airmadidi showed that the acquisition of scores in the first cycle with a classical completion percentage of 38.88% increased to 66.66% in the second cycle. Although the classical completeness did not reach 75%, individually. Namely, 24 out of 36 students got a satisfactory score above the KKM, the highest score of 95, and the lowest score of 85 in cycle II. The score obtained from the learning interest questionnaire in the first cycle was at the percentage of 68% to 70% in the second cycle, and both were in a good category. Then, subject teachers and the school need to consider and evaluate some things, namely, the character of 12 students who did not want to do assignments at all from cycle I to cycle II.