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This study aims to implement the Cooperative Integrated Reading and Composition (CIRC) learning model to improve collaboration skills and learning outcomes among phase E students in class X-3 at SMA Katolik 2 Kabanjahe in Catholic Religious Education. This research employed Classroom Action Research conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. Data were collected through observation sheets, learning outcome tests, and documentation, then analyzed using descriptive qualitative analysis supported by process and learning achievement indicators. The findings showed that the implementation of the CIRC learning model improved across learning stages, including orientation from 87% to 95%, organization from 90% to 97%, concept introduction from 87% to 92%, publication from 93% to 98%, and reflection and reinforcement from 87% to 98%. Students’ collaboration skills also increased in each indicator, namely working productively from 75% to 88%, actively participating in problem solving from 82% to 88%, maintaining a balance between listening and speaking from 76% to 86%, appreciating group members’ contributions from 73% to 87%, and demonstrating responsibility as group members from 77% to 93%. Learning outcomes also improved, as shown by the increase in the proficient category from 27% to 77%, while the basic and developing categories decreased to 0% in cycle II. These results indicate that CIRC effectively enhances students’ active participation, collaboration, responsibility, and learning achievement. Therefore, CIRC is recommended as an alternative collaborative learning model for Catholic Religious Education, particularly in strengthening cooperative interaction and meaningful understanding of religious learning materials in classroom practice.

Group-based learning in the classroom plays a vital role in enhancing social interaction, individual responsibility, as well as students' critical thinking and collaborative skills. However, its implementation often faces challenges such as the dominance of certain members, social loafing, low participation, and interpersonal conflicts that hinder group effectiveness. This study aims to comprehensively examine the dynamics of learning groups by integrating four key aspects: the concept of group dynamics based on the Tuckman model, the characteristics of effective groups in cooperative learning, group formation techniques, and conflict management strategies. The research utilizes a qualitative approach with a literature study method, analyzing 25 sources including nationally accredited journals, academic books, and theses published between 2020 and 2024. Data analysis was conducted through reduction, thematic classification, content analysis, and conceptual synthesis. The results indicate that effective group dynamics can be achieved through the Tuckman stages, the application of the five elements of cooperative learning, the selection of appropriate group formation techniques with risk mitigation, and the implementation of the Thomas-Kilmann conflict management styles.The scientific contribution of this research is the development of an integrative model based on these four aspects, which serves as a conceptual framework to strengthen collaborative learning practices in the classroom. Practical implications include the formation of ideal groups consisting of 4–5 students, the establishment of initial group contracts, the use of dual assessment rubrics (individual and group), and peer evaluation mechanisms to enhance accountability and reflection.

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.

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.

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.

The retention of customers in the retail banking sector is a critical economic imperative; however, predictive modeling is frequently hindered by severe class imbalance and the “Black Box” nature of complex algorithms. This study proposes a Heterogeneous Stacking Ensemble framework integrating XGBoost, CatBoost, and Random Forest base learners with a Logistic Regression meta-learner to forecast customer attrition. To overcome the pervasive “Majority Class Bias,” we introduce a “Dual-Imbalance Defense” that synergizes the Synthetic Minority Over-sampling Technique (SMOTE) with algorithmic cost-sensitive penalization. Furthermore, moving beyond standard accuracy metrics, the framework mathematically derives a dynamic classification threshold to guarantee a strict 0.90 recall rate, actively optimizing the capture of at-risk capital. Model opacity is addressed through the integration of a SHapley Additive exPlanations (SHAP) TreeExplainer. This cooperative game theory approach provides localized, patient-level “Reason Codes” for regulatory compliance and reveals global systemic vulnerabilities, including non-linear drivers such as the “Product Paradox.” Achieving a 0.90 recall rate and an AUC of 0.8654, this framework provides a statistically robust and operationally transparent tool for targeted customer retention.

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 examine the influence of employee engagement and intrinsic motivation on employee performance, and examine employee engagement and intrinsic motivation on organizational learning, as well as examine employee engagement and intrinsic motivation on employee performance through organizational learning. The population used in this study was 84 employees of the Department of Industry, Trade, Cooperatives, and Micro, Small, and Medium Enterprises (MSMEs) of Pekalongan Regency.The data analysis techniques used in this study were descriptive and inferential analysis. Seven hypotheses were tested using Structural Equation Modeling Partial Least Squares (PLS).The results of the study showthere is a positive and significant influenceemployee engagementon employee performance, intrinsic motivation has a positive and significant effect on employee performance, employee engagementpositive and significant influenceon organizational learning, intrinsic motivation has a positive and significant effect on organizational learning, employee engagement has a positive and significant effect on employee performance through organizational learning, intrinsic motivation has a positive and significant effect on employee performance through organizational learning.

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 article investigates the effectiveness of cooperative learning using vocabulary flashcards in improving students’ mastery of English adjectives. The research was conducted due to students’ limited vocabulary knowledge. The objective of this article was to examine whether the implementation of a cooperative learning model supported by vocabulary flashcards could enhance students’ adjective mastery and learning engagement. A pre-experimental research design with a one-group pretest–posttest approach was employed. The participants consisted of 15 junior high school students enrolled in an English course. Data were collected through pretest, posttest, classroom observation, and a student response questionnaire. Quantitative data were analyzed using descriptive statistics and N-Gain analysis, while qualitative data were obtained from observation sheets and questionnaire responses. The findings indicate a noticeable improvement in students’ posttest scores compared to their pretest results, with the mean N-Gain score categorized as moderately effective. In addition, observation data revealed high levels of student participation during cooperative learning activities. Questionnaire results further showed positive student responses toward the use of cooperative learning and vocabulary flashcards, particularly in terms of motivation, confidence, and ease of understanding English adjectives. These findings suggest that cooperative learning combined with vocabulary flashcards can effectively support students’ vocabulary development and active engagement. In conclusion, the study provides empirical evidence that cooperative learning facilitates meaningful interaction and knowledge construction, supporting its implementation in English vocabulary instruction. However, future research is recommended to involve larger samples and comparative research designs to strengthen the generalizability of the findings.

This classroom action research investigates the effectiveness of the Round Robin cooperative learning model in improving the motivation and creativity of learning science among Grade IV students at UPT SDN Unjuruiya No. 45, Selayar Islands. The study was conducted to address students’ low engagement, limited participation, and insufficient creative expression during IPAS lessons. The research involved 12 students (6 male and 6 female) and was implemented in two cycles, each consisting of three meetings—two for instructional activities and one for assessing learning creativity. Data were collected through observation, learning motivation assessments, and creativity evaluations. Findings indicate a significant improvement in student learning outcomes following the implementation of the Round Robin model. In Cycle I, only 5 students (42%) achieved the creative category, while 7 students (58%) remained in the non-creative category. However, after refinement and continued application in Cycle II, the number of students achieving the creative category increased substantially to 11 students (92%), leaving only 1 student (8%) in the non-creative category. These results demonstrate that the Round Robin model effectively enhances student motivation, encourages active participation, and supports the development of creativity in science learning. Overall, the study concludes that cooperative learning through Round Robin provides a meaningful and engaging instructional alternative capable of improving both motivational and creative learning aspects in elementary science classrooms.

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.

This classroom action research investigates efforts to enhance sixth-grade students’ ability to work together in Natural and Social Sciences (IPAS) learning at UPT SDN Unjuruiya No. 45 Selayar Islands by implementing the Team Pair Solo cooperative learning model. The study was conducted to address students’ low collaboration skills and limited positive learning attitudes, which impeded the achievement of optimal learning outcomes. Through two learning cycles consisting of sequential group (team), pair, and individual (solo) activities, the research aimed to improve students’ cooperative abilities and attitudes toward IPAS learning. Data were collected through observation, field notes, and learning attitude assessments, then analyzed descriptively to determine changes in performance. The findings indicated a significant improvement in students’ cooperative skills, as reflected in the increase in the average percentage of collaboration indicators from 69% in Cycle I to 92% in Cycle II, covering aspects of participation, communication, responsibility, tolerance, and emerging leadership. Furthermore, students’ learning attitudes also improved, with mastery increasing from 45% in the initial condition to 100% in Cycle II, and an average score of 87 surpassing the minimum completeness criterion (KKTP) of 70. These results demonstrate that the Team Pair Solo model effectively fosters collaboration while strengthening students’ discipline, responsibility, and enthusiasm in learning. Thus, the model is proven to be a relevant strategy for enhancing cooperative skills and positive learning attitudes in IPAS instruction at the elementary level.

The advancement of knowledge and technology in the 21st century has changed human life patterns and demands a transformation in the world of education to be able to prepare students to face global challenges. 21st-century education emphasizes the mastery of critical, creative, communicative, collaborative skills, and technological literacy needed in the digital era.The purpose of this study is to investigate the idea of 21st-century learning, relevant learning models, and the role of teachers as facilitators, innovators, and agents of change in the modern learning process. This study uses a library research strategy by reviewing numerous scientific materials linked to 21st-century competencies, Learning methods including cooperative Learning, Project Based Learning, Problem Based Learning, and Discovery Learning, as well as the TPACK framework as a basis for technology integration. The study’s findings show that 21st-century learning requires the implementation of a learner-centered approach and the planned use of technology to raise the standard of learning procedures and results. In addition, teachers have a strategic role in guiding to enable pupils to acquire higher order thinking abilities and adapt to changing times. The implications of this study emphasize the importance of strengthening teacher competencies and implementing innovative learning models is an attempt to raise educational standards in the global era.

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.

This study aims to describe the implementation of the Find Someone Who cooperative learning model in increasing fifth-grade students' learning interest in science. The implementation of this model provides an active and enjoyable learning experience through questioning, movement, and discussion activities that enable students to engage in meaningful social interactions. This involvement makes students more enthusiastic about participating in learning and helps them understand concepts better. In addition, the Find Someone Who model encourages collaborative knowledge construction, so students can build conceptual understanding through cooperation and communication. Increasing student interest and participation is one of the important factors that encourages improving the quality of the science learning process in the classroom. This study examines the contribution of the Find Someone Who cooperative learning model to improving fifth-grade students' interest and learning outcomes in science. The results showed an increase in learning completion from 54% in cycle I to 92% in cycle II, which was influenced by collaborative activities that helped students build a more structured understanding of concepts. Through social interaction, information exchange, and cooperation during learning, students were able to strengthen their understanding and develop communication skills. Although its implementation requires good time management and clear instructions, this model still has a positive influence when applied in a targeted and consistent manner. These findings indicate that collaborative learning through the Find Someone Who approach can enrich the science learning process in elementary schools.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

Student engagement plays a pivotal role in determining the effectiveness of Islamic Religious Education (IRE), particularly in moral education that seeks to internalize ethical values and shape students’ character. However, empirical evidence from elementary school contexts indicates that low levels of engagement often hinder meaningful learning outcomes. This study examines the issue of limited student engagement in IRE learning on Morality in Daily Social Interaction and its implications for students’ conceptual understanding. Employing a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis at SDN 38 Bonto Perak, Pangkep Regency. The findings reveal that low student engagement is primarily associated with teacher-centered instructional practices, limited use of learning media, and insufficient variation in instructional stimuli, resulting in superficial understanding of moral concepts. To address these challenges, this study proposes two integrated instructional strategies. The first is a constructivist approach through the implementation of the Jigsaw Cooperative Learning model, which facilitates active participation, peer interaction, and collaborative knowledge construction. The second is a behaviorist approach through the application of positive reinforcement and varied instructional stimuli, including verbal praise, simple rewards, visual media, and context-based narratives relevant to students’ daily experiences. These strategies are expected to enhance students’ cognitive, affective, and behavioral engagement, thereby strengthening conceptual understanding and supporting the internalization of moral values in IRE learning. This study contributes to pedagogical discourse by offering a contextual instructional framework for improving student engagement in elementary-level moral education