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 Education in the 21st century demands a paradigm shift from passive learning to collaborative and student-centered learning, in line with the Merdeka Curriculum’s emphasis on the value of mutual cooperation. However, challenges arise due to the younger generation’s heavy reliance on technology, which tends to foster individualism. This study aims to examine the implementation of cooperative learning strategies as a solution to foster social interaction and student engagement. Cooperative learning strategies constitute a conceptual framework for a series of learning activities within heterogeneous small groups to achieve shared goals. Through a literature review, it was found that the implementation of these strategies involves systematic steps ranging from group formation, problem-solving discussions, to group recognition. The results of the analysis indicate that cooperative strategies have significant advantages in enhancing students’ self-confidence, independence, responsibility, and academic achievement. Although they have limitations regarding time management and the need for specific skills among educators, these strategies are considered highly relevant for fostering students’ character to be inclusive, tolerant, and capable of collaborating amidst differences.

This study aims to determine how the implementation of the cooperative learning model can contribute to students' cognitive development in Islamic Religious Education (PAI) at SMA Negeri 1 Kasihan. The background of this study is based on the low level of active student involvement in the PAI learning process, which is still dominated by conventional lecture methods. The study used a qualitative approach with data collection techniques through observation, interviews, and documentation of PAI teachers and grade 11 students. The results showed that the implementation of cooperative learning encouraged students to be more active in discussions, think critically, and understand religious concepts in depth. This model also improved social skills, responsibility, and collaboration among students. Thus, cooperative learning not only strengthens the cognitive domain but also develops students' affective and psychomotor aspects in a balanced manner. These findings demonstrate that cooperative learning is effectively used in PAI learning as an effort to create an interactive, collaborative, and meaningful learning process.

This study aims to analyze the application of Think-Pair-Share (TPS) and Group Investigation (GI) cooperative learning strategies as pedagogical innovations in strengthening Islamic values and student learning independence in Islamic Religious Education (IRE) subjects. This study uses a library research method by examining various relevant scientific sources, including cooperative learning theory, the concept of independent learning, and Islamic educational values. The results of the study show that the integration of TPS and GI strategies can create an active, participatory, collaborative, and reflective learning process. Through paired discussions and investigative group work, students are trained to think critically, be responsible, and be able to work together harmoniously. In addition to improving academic understanding, the application of these two strategies also contributes to instilling Islamic values such as ukhuwah (brotherhood), amanah (trustworthiness), and mutual respect. Thus, this learning innovation is not only oriented towards cognitive aspects, but also towards character building and spirituality of students. The findings of this study are expected to be a reference for PAI teachers in developing effective, contextual, and Islamic character learning strategies.

The implications of progressivism in learning serve as an essential foundation for building an educational process that fosters active, creative, adaptive, and innovative students in accordance with 21st-century competency demands. The progressive approach positions students at the center of the learning process through direct experience, deep exploration, collaboration, dialogue, experimentation, and problem-solving relevant to real-life contexts, ensuring that learning is not only focused on content mastery but also on the development of potential, character, independence, and higher-order thinking skills. This study employs a literature review method by examining primary and secondary sources on the principles of progressivism, active learning strategies, and their relation to the Merdeka Curriculum as a foundation for national educational transformation. The findings indicate that progressivism plays a significant role in shaping critical thinking, creativity, communication, collaboration, digital literacy, and initiative through the implementation of learning by doing, project-based learning, simulations, scientific experiments, reflective discussions, and technology integration that strengthens learner autonomy. This experience-based approach effectively supports students in constructing knowledge independently while enhancing confidence, responsibility, social awareness, and cooperative skills. However, its implementation still faces challenges such as passive learning culture, limited teacher competence in active methods, insufficient facilities, overloaded curriculum, psychosocial barriers, academic anxiety, and students’ low confidence in expressing opinions. These findings affirm that progressivism is highly relevant to educational reform in Indonesia; therefore, improving teacher competence, strengthening facilities, reinforcing policies, providing continuous support, and creating safe, democratic, inclusive, and supportive learning environments are essential to help students develop optimally as independent, creative, and innovative learners.

This study aims to describe the characteristics of SMK Al-Azami students in emulating the morals of the Prophet Muhammad (peace be upon him) as part of character development based on Islamic values within vocational education. The background of this research lies in the urgency of character education that not only emphasizes academic competence and technical skills but also focuses on moral formation and professional ethics. This research employed a qualitative approach using a library research method by analyzing relevant classical and modern Islamic literature, supported by documentation of school activities. The results reveal that the moral values of the Prophet Muhammad have been well internalized in students’ daily behavior, which includes four core dimensions: Shidq (honesty), Amanah (trustworthiness), Istiqamah (discipline), and Rahmah (compassion). The value of Shidq is reflected in students’ honesty during vocational practice and in reporting work results; Amanah is demonstrated through responsibility for tools and group tasks; Istiqamah appears in punctuality, consistency, and work discipline; and Rahmah is shown through respectful, empathetic, and cooperative social interactions. The findings indicate that Islamic character education effectively shapes students with integrity, discipline, and social awareness, serving as a model for moral development in vocational schools. Furthermore, this research highlights the importance of strengthening teacher exemplarity, religious habituation, and curriculum integration of Islamic moral values in vocational learning to ensure sustainable character development.

Islamic boarding schools (pesantren) as traditional Islamic educational institutions not only serve as places for shaping students’ character, morals, and spirituality but also hold great potential in developing community economic independence through the management of pesantren business units. These business units are a concrete manifestation of the values of independence, hard work, and responsibility taught in the pesantren’s educational process. The purpose of this study is to examine in depth the role of pesantren business units in supporting the economic self-reliance of the pesantren itself as well as their contribution to empowering the surrounding community. This study employs a descriptive qualitative method with a case study approach on several pesantren that have successfully developed various business units such as cooperatives, agriculture, livestock, garment production, and student shops. The results show that pesantren business units function not only as a means of entrepreneurship education for students but also as a primary source of funding to support the operational activities of the pesantren. In addition, they act as the driving force of the local economy by creating employment opportunities, increasing income, and promoting community-based economic empowerment. The success of pesantren business units is influenced by professional management, strong leadership support, and the ability to innovate and adapt to changing times.

This study aims to examine the implementation of the cooperative learning model Think Pair Share (TPS) in improving students’ learning outcomes in Arabic language learning at Pesantren Paqusatta, as well as to identify the supporting and inhibiting factors in its application. This research employs a qualitative descriptive method and is categorized as field research. Data were collected through observation, interviews, and document studies using a descriptive technique. The findings reveal that the implementation of the Think Pair Share model in Arabic language learning is effective in enhancing students’ learning outcomes and engagement. Students became more active and confident through the three main stages of the Think Pair Share model: first, providing a question or problem for students to think about individually (think); second, asking them to discuss in pairs (pair) to share answers and refine their understanding; and third, selecting several pairs to present their discussion results in front of the class (share), followed by correction and feedback. The supporting factors include providing opportunities for students to think independently, encouraging peer discussion, presenting ideas in front of the class, fostering collaboration among students, accelerating comprehension of learning materials, and helping improve Arabic speaking skills. Meanwhile, the inhibiting factors consist of limited vocabulary, difficulties in constructing sentences, students’ shyness or lack of confidence and fear of making mistakes when speaking, the need for more time in discussion and presentation, and limited facilities.

This study aims to improve student learning outcomes through the implementation of the cooperative learning model of the jigsaw type in science instruction for Grade V students at SDN 76/IX Muaro Jambi. This research is a Classroom Action Research (CAR) using the Kemmis & McTaggart model, which consists of four stages: planning, action, observation, and reflection. The research was conducted in two cycles to measure progressive improvements in student learning outcomes. Data collection techniques included observation, interviews, and documentation. The subjects were all 20 students of Grade V at SDN 76/IX Muaro Jambi. In the pre-cycle stage, before the intervention, only 25% of the students achieved satisfactory learning outcomes, which was categorized as "not yet meeting expectations." After the implementation of the first cycle, student achievement improved to 50%, falling into the category of "approaching fairly successful." However, this result had not yet reached the expected level of success. In the second cycle, the application of the jigsaw-type cooperative learning model was further optimized. The results showed a significant increase, with 80% of students achieving successful outcomes, which was categorized as "approaching highly successful." This improvement demonstrates that the jigsaw model effectively enhances student engagement, individual and group accountability, and conceptual understanding in science learning. Therefore, this study concludes that the cooperative learning model of the jigsaw type has a positive impact on improving student learning outcomes in science. The researcher recommends that teachers, especially in science and religious education (PAI), adopt the jigsaw learning model as a strategic alternative to foster an active, enjoyable, and meaningful learning process. The collaborative nature of the model encourages students to take responsibility for their own learning and for helping their peers, creating a more supportive and productive classroom environment.

The Strategy a set of actions taken to achieve goals. To realize this strategy, specific actions need to be by undertaken public relations management. The objective of this scientific article is to understand the public relations management strategies in developing educational cooperation relationships at SMAN 2 Sangatta Utara. The research is motivated by the importance of cooperation for the advancement and improvement of educational quality within school institutions. This qualitative field study involved the school principal, the vice principal for public relations, teachers, and partner representatives as informants. Data was collected through observation, interviews, and documentation. The findings indicate that SMA Negeri 2 Sangatta Utara maintains good cooperative relationships with various parties, including universities, the industrial and business sectors, and local government. The implemented PR strategies include actively preparing work program proposals, drafting Memorandums of Understanding (MoU), and conducting regular evaluations of involved teachers and students. However, challenges were encountered, namely budget limitations for MoU activities and coordination difficulties with the business/industry sectors regarding the improvement of teacher human resources and student funding. The proposed solutions involve continuously optimizing existing strategies, such as proposal submissions, MoU creation, and ongoing evaluations, to overcome these obstacles and strengthen educational cooperation

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

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 Mohammad Hatta's influence on housing policies in Indonesia, highlighting his integration of Islamic principles into public policy to enhance societal welfare. Hatta viewed housing as a fundamental human right that extends beyond physical needs to encompass spiritual and social dimensions. Grounded in Islamic values such as justice (‘adl), trust (amanah), and solidarity (ta'awun), his policies aimed to ensure equitable access to adequate housing, particularly for low-income communities, while promoting holistic well-being. Hatta’s vision aligned with Islamic teachings that emphasize fairness and state responsibility in fulfilling basic human rights, as reflected in QS. An-Nisa: 58. His ideas inspired initiatives like the Sejuta Rumah (One Million Houses) Program and Tapera (People’s Housing Savings), which address housing disparities and support societal harmony. Additionally, Hatta championed cooperative-based housing development, fostering community participation and mutual assistance, which not only ensured affordable housing but also empowered local economies. By integrating Islamic principles into housing policies, Hatta demonstrated how public policy could balance material, social, and spiritual needs to achieve sustainable societal welfare. His approach offers a valuable framework for future housing programs to promote justice, inclusivity, and collective prosperity.

Islamic Religious Education (PAI) learning is not only aimed at improving students' knowledge, but also forming Islamic attitudes and behaviors according to religious values. This study aims to develop authentic assessments integrated into cooperative learning models in Islamic Religious Education (PAI) subjects in Elementary Schools by focusing on the material of Surah Al Alaq. Authentic assessments are used to assess students' cognitive, affective, and psychomotor aspects more comprehensively in a real-world context. This assessment is designed to improve students' understanding of Surah Al Alaq, which includes the content, values ​​of faith and knowledge, and the spirit of learning as contained in Surah Al Alaq. The research method used is a case study with a qualitative approach. The results of the study indicate that the use of authentic assessments in cooperative learning increases student participation, understanding of Islamic values, and cooperation skills. This study provides recommendations for educators to implement authentic assessment as an integral part of cooperative learning, especially in Al-Quran materials such as Surah Al-Alaq to create more meaningful learning in Islamic Religious Education subjects

This research aims to analyze the learning methods used by Christian Religious Education (PAK) teachers in improving students' critical thinking skills at the junior high school level. The focus of this research is on the use of learning methods such as lectures, discussions, Problem-Based Learning (PBL), and cooperative learning. The approach used is qualitative by collecting data through journals, literature reviews, document studies and e-books. The research location was carried out in North Sumatra Province and its surroundings, Indonesia. The research results show that PAK teachers still predominantly use lecture methods which are less effective in encouraging students to think critically. However, some students have shown potential for critical thinking when given more innovative learning methods, such as PBL and group discussions. Learning methods that actively involve students, such as discussions and cooperative learning, have been proven to be able to increase student participation and develop analytical skills, problem solving and creativity.  

This study discusses the application of the cooperative learning model in improving students' ability to learn drama at Istiqlal Delitua Private High School. In this case, the cooperative learning model is one of the learning models used in drama learning because this model can encourage collaboration, improve social skills, and develop student creativity. This study also uses a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation. The results of the study show that the application of the cooperative learning model significantly improves student engagement, drama script writing skills, and character acting skills. This model is also effective in creating an interactive and fun learning atmosphere, increasing student motivation, and building confidence in drama performances. This study also emphasizes the importance of teacher support and a conducive environment in implementing a cooperative learning model for drama learning.

This study aims to examine and describe the prayer learning model applied in Raudhatul Athfal (RA) Baitul Qur'an. The approach used in this study is a qualitative approach with data collection techniques through observation, interviews, and documentation. The researcher acts as the main instrument assisted by supporting tools in the form of interview guidelines, mobile phones, and field notes. The data obtained are analyzed through the stages of data reduction, grouping data into certain units, categorization, checking the validity of the data (including credibility, transferability, dependability, and confirmability), as well as interpretation and drawing conclusions. The results of the study indicate that the prayer learning model in RA Baitul Qur'an includes classical, group, corner, area, cooperative, and direct learning models. The programs implemented include: (a) introduction to ablution members, ablution procedures, and prayers before and after prayer; (b) introduction to prayer movements and memorization of prayers in and after prayer; and (c) practice of prayer implementation, namely the practice of praying every Friday and dhuha prayer every two weeks. These models are used to instill an understanding and skills of prayer worship in early childhood in a gradual and enjoyable way.

This classroom action research aims to determine the increase in student learning motivation and also student learning outcomes by applying the Jigsaw cooperative learning model. The subjects of the panel were students of -. This research was conducted in 2 cycles, where one cycle consisted of two meetings. For data collection techniques using questionnaires to measure student learning motivation and test questions to measure student learning outcomes. The results of the study proved that the application of the Jigsaw learning model for 2 cycles has proven effective in increasing the learning motivation of grade 4 students of SDN Karawang Wetan 2. This can be seen from the increase in students' intrinsic and extrinsic motivation.    

This study aims to determine the effect of the use of the Power of Two cooperative learning model on students' thinking skills in the Fikih material at MI Nurul Yaqin Donoyudan. This study uses a qualitative approach with a descriptive method that refers to literature observations, observations, and documentation. The Power of Two model is applied by forming small groups of two students who discuss the material being studied before sharing their understanding with other groups. This strategy is designed to encourage active interaction, increase self-confidence, and deepen understanding of the material. During the learning process, researchers observed an increase in collaboration between students and their ability to express opinions and understand Fikih concepts. The results of the study indicate that the application of this model can improve students' thinking skills, both in cognitive and affective aspects, which are marked by an increase in the quality of discussions, understanding of concepts, and active participation in learning activities.