APPLICATION OF A JIGSAW TYPE COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS' LEARNING OUTCOMES ISLAMIC RELIGIOUS EDUCATION (PAI) SUBJECTS CLASS V SDN 20 BARAKA

This research explores how the Jigsaw Cooperative Learning Model can be used to improve student learning outcomes in Class V PAI SDN 20 Baraka. The lack of jigsaw cooperative learning on the topic of Islamic Religious Education causes students to lose interest and pay less attention to the teacher. If the Jigsaw Type Cooperative Learning can improve student learning outcomes in the Class V Islamic Religious Education subject at SDN 20 Baraka, and how are student learning outcomes in Class V Islamic Religious Education Subject at SDN 20 Baraka, how is the topic formulated. By using the jigsaw cooperative learning paradigm in PAI learning, especially at SDN 20 Baraka, Enrekang Regency, this study seeks to determine student learning outcomes. To support this thesis, the authors use two stages of the cycle with the instruments and procedures for data collection, including observation, documentation, and testing. This is a form of qualitative classroom action research approach. Using a qualitative data analysis method that divides the process into three phases—data reduction, data presentation, and drawing conclusions. Based on research findings, students of class V Islamic Education at SDN 20 Baraka still have a tendency to be less active and have poor understanding, many of whom even have grades below their KKM (KKM score of 70). According to the UTS findings, 88 is the highest student score and 62 is the lowest. Jigsaw Type Cooperative Learning has been proven to boost student learning outcomes in Class V Islamic Education at SDN 20 Baraka, as evidenced by the completion of learning outcomes or the Minimum Completeness Criteria (KKM) set by the institution, namely 70. This was shown in the pre-test, where out of 20 students Of those who completed the exam, 4 were successful, leaving 16 with a 20% completion rate to study. In the post test cycle I, there was an increase in the percentage of complete learning outcomes, namely 45% with 20 students taking the exam, 9 of whom graduated, and 11 of them did not. In addition, the completion rate increased again in the post test cycle II reaching 85% with 20 students taking the exam, 17 passing, and 3 failing.