Peningkatan Hasil Belajar Iman kepada Hari Akhir Melalui Model Cooperative Learning
Keywords:
Hasil be;ajar, Cooperative LearningAbstract
This study aims to improve students' learning outcomes on the topic of belief in the Hereafter through the application of the Cooperative Learning model in Grade V students at RA Nahdlatul Ulama. This research uses a quantitative approach with a Classroom Action Research (CAR) design. The subjects of this study were 25 students, consisting of 13 male and 12 female students. The results of the study show a significant improvement in students' learning outcomes, with an average score increasing from 80.4 in Cycle I to 82.8 in Cycle II. Through this model, students were more actively involved in discussions and gained a better understanding of the material about the Hereafter. This study concludes that Cooperative Learning can enhance the quality of learning and improve students' learning outcomes in Islamic Religious Education.
References
Arends, R. I. (2012). Learning to Teach. McGraw-Hill Education.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H Freeman and Company.
Johnson, D. W., & Johnson, R. T. (1994). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (4th ed.). Prentice Hall.
Kounin, J. (1970). Discipline and group management in classrooms. Holt, Rinehart & Winston.
Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. Cambridge University Press.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Viking Press.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
