• Raudha Ningsih Program Studi Pendidikan Agama Islam, Program Pascasarjana, Universitas Muhammadiyah Sumatera Barat Padang, Indonesia
  • Syaflin Halim Program Studi Hukum Keluarga Islam, Fakultas Agama Islam, Universitas Muhammadiyah Sumatera Barat Padang, Indonesia
  • Abdul Halim Hanafi Program Studi Pendidikan Agama Islam, Program Pascasarjana, Universitas Muhammadiyah Sumatera Barat Padang, Indonesia
  • Dasrizal Dahlan Program Studi Pendidikan Agama Islam, Program Pascasarjana, Universitas Muhammadiyah Sumatera Barat Padang, Indonesia



Cooperative Learning, Jigsaw Type, Learning Model


The learning results of Islamic Cultural History (SKI, Sejarah Kebudayaan Islam) for class VI MIN 6 students in Padang City showed unsatisfactory results. The reason is that students are less interested in the subject. Efforts to fix the problem are made by applying jigsaw-type cooperative learning. Through the experimental quasi-research method, this research aims to determine the influence of jigsaw-type cooperative models on student learning outcomes and interests in SKI subjects. The results of this study show that the jigsaw-type cooperative model affects student learning outcomes in SKI subjects. The sig value (2-tailed) post-test using the t-test is 0.000, which means it is smaller than > 0.05. It can be explained by the fact that jigsaw-type cooperative learning makes student learning outcomes positive and significantly correlated. Researchers also used evidentiary testing using the Anova test, which yielded a sig value, in addition to a t-test. (2-tailed) equal to 0.000. By using these criteria, it is proved that 0.000 < 0.05. In addition, it is known that the t-count value is 2.580 with a significant 0.05. The t-table count t value (1.84 0.05) and significant value is smaller because the table t value for df 29 is 2.179. (0.000 > 0.05).


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