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Good study habits are an important factor in achieving success in elementary school learning. However, based on observations in class 3 of SDN 1 Bugel, it was found that students still show less disciplined behavior during the learning process, especially during group activities, such as talking without permission, not paying attention, and not following classroom rules. This study aims to improve students' study discipline in grade 3 of SDN 1 Bugel by using the Star Rewards system within the cooperative learning model called Numbered Heads Together (NHT). This study uses the Classroom Action Research (PTK) approach with a two-cycle design following the Kemmis and McTaggart model. The research subject is 17 third-grade students from SDN 1 Bugel. Data collection was done through observation, questionnaires, documentation, field notes, and interviews. Data analysis was done using both quantitative and qualitative descriptive techniques. The research results show that using the Star Rewards system in cooperative learning type NHT has significantly improved students' discipline in studying. The average score on the discipline questionnaire increased from 69.5 in cycle I to 85.5 in cycle II, showing an increase of 16.03 points. The minimum score for students has gone up from 50 to 75, showing that all students have improved in terms of discipline. Giving positive reinforcement through stars has been proven to motivate students to be more disciplined, focused, and responsible during learning. This finding suggests that combining the NHT model with the Star Rewards system can be an effective strategy for helping build discipline in elementary school students.

This article examines the use of cooperative learning strategies in Christian Religious Education (CRE) as an instructional approach that emphasizes the strengthening of students’ faith and Christian character. The discussion covers the definition, objectives, conceptual foundations, principles, and operational procedures of cooperative learning, which are then connected to the theological goals of CRE. The study employs a qualitative approach using a library research method, analyzing pedagogical and theological literature to construct a conceptual framework for implementing cooperative learning within the context of CRE. The findings indicate that cooperative learning strategies are highly aligned with the essence of CRE, as they foster dialogical interaction, shared responsibility, empathy, and the internalization of Gospel values through collaborative learning processes. The effective implementation of this strategy can create a participatory, reflective, and formative learning community that enhances not only cognitive understanding but also students’ attitudes, spirituality, and Christian character. This research is significant in providing both theoretical and practical foundations for CRE educators in designing learning experiences that are relevant, relational, and transformative in accordance with the goals of faith formation.

Students’ low critical thinking skills in mathematics remain a persistent issue, largely due to teacher-centered instructional practices that limit student participation and hinder deep conceptual understanding. To address this problem, a more engaging learning approach is required, such as the Student Teams Achievement Divisions (STAD) cooperative learning model. This study aims to examine whether students taught using the STAD model demonstrate higher critical thinking abilities than those taught through direct instruction in social arithmetic topics. The research employed an experimental method with a quantitative approach, using a posttest-only control group design. The sample consisted of two classes: an experimental group and a control group. Data were collected through essay-based tests designed to measure students’ critical thinking skills. The analysis involved prerequisite testing and hypothesis testing using an independent sample t-test. The findings revealed that the calculated t-value (2.033) exceeded the t-table value (2.00958) at a 0.05 significance level, indicating a significant difference. Therefore, the STAD model proves more effective in enhancing students’ critical thinking skills.

Guru di sekolah dasar Tahfidz sering kali menghadapi tantangan besar dalam mengintegrasikan pengajaran Al-Qur’an dengan kemampuan pedagogik modern yang mendukung pembelajaran aktif. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional para guru di SD Tahfidz Ibnu Umar Karawang melalui pelatihan metode pengajaran yang bermakna dan inovatif. Permasalahan utama yang ditemukan di mitra sasaran adalah keterbatasan guru dalam menerapkan pendekatan PAIKEM serta kesulitan dalam menyusun perangkat ajar yang adaptif terhadap prinsip Kurikulum Merdeka. Metode yang digunakan dalam kegiatan ini adalah kombinasi ceramah interaktif, workshop penyusunan modul/RPP, dan praktik langsung melalui sesi microteaching. Pelatihan dilaksanakan dalam tiga sesi utama: (1) pemahaman karakteristik peserta didik usia 7–12 tahun berdasarkan aspek kognitif, sosial-emosional, dan psikomotorik; (2) desain pembelajaran bermakna (meaningful learning); serta (3) strategi pembelajaran aktif seperti Problem-Based Learning (PBL), Discovery Learning, dan pembelajaran kooperatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman 15 guru peserta dalam menciptakan lingkungan belajar yang berpusat pada siswa (student-centered) serta kemampuan mengintegrasikan teknologi pembelajaran modern (IPTEKS) seperti Canva dan media interaktif dalam proses KBM. Luaran dari program ini mencakup modul pelatihan pedagogik, publikasi artikel ilmiah, dan video diseminasi hasil implementasi metode pembelajaran.

This study focuses on examining the effect of using the cooperative learning model type Teams Games Tournament (TGT) assisted by Kahoot in optimizing students’ problem-solving skills. The research method applied was Classroom Action Research (CAR), conducted through several cycles with stages including planning, action implementation, observation, and reflection. The subjects of this study were students of class X.B at SMA Negeri 2 Singaraja. The results of the study indicate a significant improvement in students’ problem-solving abilities after the implementation of the TGT model assisted by Kahoot. In cycle II, the students’ average score reached 88.15, with a learning mastery level of 84.21%. Therefore, it can be concluded that the majority of students had met the minimum learning mastery indicators. In addition, the learning process became more active, interactive, and enjoyable, which increased student engagement in the classroom. In conclusion, the cooperative learning model Teams Games Tournament (TGT) assisted by the Kahoot application has a positive impact on improving students’ problem-solving abilities. Therefore, the use of game-based digital learning models and media is recommended to enhance the quality of both the learning process and learning outcomes.

This study aims to improve students’ learning outcomes through the implementation of the cooperative learning model of Student Teams Achievement Division (STAD) in the Pancasila Education subject for class VIII A at SMP Muhammadiyah Singaraja. This research employed a Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 29 students of class VIII A. Data were collected using learning achievement tests and observation sheets. The collected data were analyzed using descriptive quantitative techniques to evaluate students’ academic progress during each cycle. The findings indicate that the implementation of the STAD learning model contributed positively to improving students’ learning outcomes, participation, and engagement in classroom activities. Therefore, the STAD cooperative learning model can be considered an effective instructional strategy for enhancing learning achievement in Pancasila Education.

 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.

The current research examines the effect of the Student Teams Achievement Division (STAD) cooperative learning model on Indonesian language outcomes among sixth-grade students at SD Negeri 106805 Manunggal. Operating within a quantitative framework, this quasi-experimental research utilized a non-equivalent control group design. The sample comprised 50 students, classified into a control group (23 students) and an experimental group (27 students). Data collection involved observations, documentation, alongside pretest and posttest scores. The 10-item essayThe instrument achieved a high level of reliability, with Cronbach’s Alpha coefficients of 0.700 on the pretest and 0.807 on the posttest. Diagnostic tests confirmed the data were normal and homogeneous. The experimental group achieved a substantial learning improvement of 42.04, significantly outperforming the control group's gain of 17.39. The independent sample t-test yielded a critical significance value of 0.000 < 0.05, confirming that the STAD model exerts a significant and positive influence on student’s indonesian language achievement.

Learning media is a tool that can be used to help students learn better and more efficiently. The media used in SMP Negeri 23 Pekanbaru is a teacher-centered picture/poster media so that students quickly get bored, and because of the limited media from the school. Most students prefer learning that involves them directly such as the element of games. The learning models used are discovery, PBL, and lecture models, and student learning activities are still lacking or less active in science learning. The purpose of this study is to develop learning media in the form of a cooperative-based snakes and ladders game with the Teams Games Tournament (TGT) type which aims to train student learning activities. The research method used is Research and Development (R&D) by implementing the ADDIE model which consists of five stages, namely Analyze, Design, Development, Implement, and Evaluation. Based on the validation results obtained, media experts were 94% with very feasible criteria, material experts were 92% with very feasible criteria, teachers gave a practicality assessment of 95% with very practical criteria, and students' responses were 85% with very interested criteria. This shows that the snakes and ladders media based on Teams Games Tournament (TGT) is very reasonable, very practical to use, and very interesting for students during the learning process. The results of observations on all student learning activities showed that 79% got a good interpretation.

This outreach program evaluates the efficacy of the Lingkari Aku cooperative learning model in enhancing conceptual mathematical grasp among elementary students. Carried out at SD Negeri 054945 Dogang during the 2023/2024 odd semester, this study employed a qualitative case study methodology. The target participants were students engaged in integer operation topics. Data acquisition involved systematic observation, assessment tests, and documentation. The findings demonstrate that the Lingkari Aku method markedly bolstered student engagement, stimulated proactive group dialogue, and refined their grasp of integer concepts. Beyond academic gains, the approach fostered essential social competencies, such as teamwork, interpersonal communication, and accountability. Although high student excitement necessitated rigorous classroom management, the method successfully established a dynamic and pleasurable mathematical learning atmosphere. Consequently, this model is endorsed as a viable pedagogical alternative for elementary mathematics, especially within the framework of educational community service initiatives.

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 determine the effectiveness of the implementation of cooperative learning methods on learning outcomes and students' understanding of Islamic Religious Education (IRE) subjects for Class VIII at MT Hubbul Wathon Sangatta Selatan. This study uses a quantitative method with a quasi-experimental research type using a non-equivalent control group design. The study population was 48 students of class VIII A and VIII B, with a sample size of 44 students, each class consisting of 22 students from the experimental class and the control class. Data collection techniques were carried out through tests (pre- and post-tests), observation, and recording. Data analysis used descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis tests (t-tests). The results showed that the average learning outcomes of students in the experimental class increased from 61.14% in the previous class to 84.09% in the next class, while in the control class increased from 63.41% to 77.73%. The results of the normality test showed that the data were normally distributed and the homogeneity test showed that the variances of the two groups were identical. The t-test results showed a significance value of 0.000 < 0.05, so it can be concluded that there is a significant difference between the experimental class and the control class. Thus, the cooperative learning method has a positive and effective effect in improving student learning outcomes and understanding in the Islamic Religious Education subject for Class VIII MT Hubbul Wathon Sangatta Selatan.

This study was motivated by the need for modern education to develop students' creative thinking skills, which are still hampered by the dominance of conventional teacher-centred learning methods. The Group Investigation (GI) cooperative learning model is seen as a strategy that can encourage active participation, collaboration, and independent investigation among students. This study aims to describe the GI concept, its elements and principles, implementation steps, as well as its strengths and weaknesses in the context of learning. The research method used is a literature study through theoretical analysis and GI implementation experiences as described in the paper. The results of the study show that GI increases learning activities, critical and creative thinking skills, and students' social skills through heterogeneous group work and a structured investigation process. However, this model requires more time and teacher readiness in managing the class. The implications of this study confirm that GI is relevant to the Merdeka Curriculum and can be an effective alternative for collaboration- and project-based learning.

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.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.

The Effect of the Team Assisted Individualization Type Cooperative Learning Model to Improve Geography Student Learning Outcomes in Grade X Students of Bolan State Senior High School. The background of this study is based on in initial observations by researchers at Bolan State Senior High School on class X.A and  X.B students, X.A Was used as an experimental group by implementing the team assisted invidualization.(TAI) coperatif learning model. The duration of this study, in a week in the form of 2x meetings for one month. The results of the study showed that there was an influence of the implementation of the cooperative learning model of the team assisted individualization (TAI) type on the learning outcomes of geography subjects of class X students of Bolan State Senior High School. Comprehensively, the results were (1) The learning outcomes of experimental class students in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 56.90 and the learning outcomes of experimental class students in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 81.61. (2) The learning outcomes of the control class in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 51.24 while the learning outcomes of the control class in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 72.72. Judging from the two trials, it showed that there was an increase in learning outcomes and the average score of the basic knowledge of geography material in the experimental class and the control class.

The Effect of the Team Assisted Individualization Type Cooperative Learning Model to Improve Geography Student Learning Outcomes in Grade X Students of Bolan State Senior High School. The background of this study is based on in initial observations by researchers at Bolan State Senior High School on class X.A and  X.B students, X.A Was used as an experimental group by implementing the team assisted invidualization.(TAI) coperatif learning model. The duration of this study, in a week in the form of 2x meetings for one month. The results of the study showed that there was an influence of the implementation of the cooperative learning model of the team assisted individualization (TAI) type on the learning outcomes of geography subjects of class X students of Bolan State Senior High School. Comprehensively, the results were (1) The learning outcomes of experimental class students in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 56.90 and the learning outcomes of experimental class students in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 81.61. (2) The learning outcomes of the control class in the initial test (pretest) showed that the average pre-test score on the Basic Knowledge of Geography material was 51.24 while the learning outcomes of the control class in the final test (posttest) showed that the average pre-test score on the Basic Knowledge of Geography material was 72.72. Judging from the two trials, it showed that there was an increase in learning outcomes and the average score of the basic knowledge of geography material in the experimental class and the control class.

Model pembelajaran Student Teams Achievement Divisions (STAD) merupakan salah satu bentuk pembelajaran kooperatif yang menekankan kerja sama dalam kelompok heterogen untuk mencapai tujuan belajar bersama. Penelitian ini bertujuan untuk mengetahui dan menggambarkan implementasi model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) di SMP N 1 Sampang Cilacap. Penelitian ini menggunakan pendekatan kualitatif dengan fokus pada pemaparan mendalami mengenai proses penerapan model STAD dalam kegiatan belajar mengajar. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Data yang terkumpul diolah melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan, dan keabsahan data diuji dengan menggunakan triangulasi teknik. Penelitian ini menghasilkan deskripsi sebagai berikut: penerapan model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran PAI-BP di SMP N 1 Sampang Cilacap dilakukan melalui beberapa tahapan.Pada tahap perencanaan, guru menyiapkan perangkat pembelajaran seperti Rencana Pelaksanaan pembelajaran (RPP), membentuk kelompok belajar secara heterogen, serta menyiapkan instrumen evaluasi berupa kuis. Pada tahap pelaksanaan, guru menyampaikan materi, membimbing diskusi kelompok, memberikan kuis, serta memberikan penghargaan bagi kelompok yang memperoleh nilai terbaik. Sedangkan pada tahap evaluasi, guru melakukan penilaian baik secara individu maupun kelompok untuk mengukur pemahaman dan keaktifan siswa. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran STAD mampu meningkatkan motivasi, kerja sama, tanggung jawab, dan keaktifan siswa dalam proses pembelajaran PAI-BP. Implikasi dari penelitian ini adalah penggunaan model STAD dapat menciptakan suasana belajar yang lebih aktif, interaktif dan menyenangkan sehingga pembelajaran PAI-BP menjadi lebih efektif dan bermakna.

This research addresses the low student learning outcomes and the lack of facilitation of 4C competencies (Critical Thinking, Collaboration, Communication, and Creativity) in the Industrial Machine Electrical Systems (SKMI) subject for Grade XI TMI 1 students at SMK Negeri 1 Pariaman. The teacher-centered learning approach has led to passive student participation, low critical thinking, varying academic abilities, and difficulty in connecting theoretical concepts to real-life applications. The aim of this study is to improve students' 4C competencies and learning outcomes through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. Using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, the study was conducted in three cycles: planning, implementation, observation, and reflection. The subjects were 30 students from Grade XI TMI 1. Data collection included learning outcome tests and 4C competency observation sheets, with descriptive and quantitative data analysis. The results showed significant improvements: classical mastery increased from 27% to 90%, average learning scores rose from 67 to 81, and 4C competency mastery improved from 34% (low) to 82% (high). The study concludes that the TAI model effectively enhances both 4C competencies and learning outcomes in SKMI at SMK Negeri 1 Pariaman.

This study aims to determine the effect of applying the Jigsaw cooperative learning model on students’ literacy skills in the Indonesian language subject for sixth-grade students at SDN 76 Tarowang. The research employed a Quasi-Experimental Design with a Pretest–Posttest Design. The sample consisted of 17 students who participated in the learning process using the Jigsaw model. Data were collected through literacy skill tests administered before and after the treatment.The results showed that the average pretest score of 28.47 increased to 56.41 in the posttest, indicating an improvement of 27.94 points. The Shapiro–Wilk normality test confirmed that the data were normally distributed (pretest Sig. = 0.513; posttest Sig. = 0.336). Furthermore, the Paired Sample t-test revealed a t-value of 7.180 with a significance level (Sig. 2-tailed) = 0.000 (< 0.05), indicating a significant difference between pretest and posttest scores. These findings demonstrate that the implementation of the Jigsaw cooperative learning model has a significant positive effect on students’ literacy skills. This model effectively engages students in reading comprehension, summarizing information, and communicating ideas collaboratively.