Implementasi Model Pembelajaran Jigsaw dalam Meningkatkan Pemahaman Materi Asmaul Husna pada Siswa Sekolah Dasar
DOI:
https://doi.org/10.59841/al-mustaqbal.v1i4.246Keywords:
Asmaul Husna, elementary school, Islamic Religious Education, Jigsaw, student understandingAbstract
This study investigates the effectiveness of the Jigsaw cooperative learning model in enhancing fourth-grade students’ understanding of Asmaul Husna in elementary schools. The research employed a pre-test and post-test design, involving an experimental class that applied the Jigsaw method and a control class that used conventional teaching. Data were collected through written tests designed for elementary-level comprehension and observation sheets to record students’ learning activities. The results indicate that the Jigsaw model fosters greater student engagement, encourages collaboration, and facilitates a clearer understanding of the material, as students actively participate in sharing knowledge with peers. In addition, the method nurtures a sense of individual responsibility and improves communication skills among students. The teacher’s role as facilitator proved essential in guiding group interactions and ensuring that learning objectives were met effectively. These findings suggest that the Jigsaw model can serve as an effective alternative strategy for teaching Islamic Religious Education in elementary schools, particularly on topics such as Asmaul Husna that require not only cognitive understanding but also moral application in daily life.
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