Perbandingan Hasil Belajar Siswa melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) dan Tipe Jigsaw pada Mata Pelajaran Pendidikan Agama Islam Kelas VIII di SMP Negeri 1 Banuhampu
Year: 2026
Type: article
Abstract: Islamic Religious Education (PAI) instruction continues to face challenges, including low student participation and the predominance of teacher-centered teaching. However, studies comparing learning outcomes through the Teams Games Tournament (TGT) and Jigsaw cooperative learning models in PAI at the junior high school level remain limited. This study aimed to describe students’ learning outcomes following the implementation of the TGT and Jigsaw models and to analyze differences in learning outcomes between the two groups. The study employed a quantitative approach with a pretest–posttest control group design. The sample was selected using cluster random sampling and comprised 62 students: 34 students from class VIII.6 who received TGT instruction and 28 students from class VIII.3 who received Jigsaw instruction. Data were collected through multiple-choice and essay tests administered as a pretest and a posttest and analyzed using descriptive statistics and an independent-samples t test. The results showed that the TGT group achieved a mean posttest score of 91.71, compared with 70.73 for the Jigsaw group. The t test revealed a significant difference in learning outcomes between the two groups (p < .05). These findings provide empirical evidence of differences in PAI learning outcomes between the two cooperative learning models, with the TGT group achieving a higher mean score in this study. In practical terms, the findings may inform teachers’ selection of PAI instructional models that support student achievement. Future research should involve broader samples across more schools and examine additional instructional variables.
Source: YASIN
Authors: Sri Rahmadana, M. Imamuddin
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7224135983