Application of Cooperative Learning Methods in Improving the Learning Outcomes of Students of Islamic Cultural History Subject Class VII at Ma'arif NU Purbalingga Junior High School

Abstract

Low student learning outcomes and limited classroom participation in Islamic Cultural History at Ma’arif NU Purbalingga Junior High School indicate that the learning process has not yet optimally supported students’ attention, concentration, collaboration, and active engagement. This study aims to examine the implementation of cooperative learning in improving the learning activities and learning outcomes of eighth-grade students in Islamic Cultural History classes. The study employed classroom action research within a mixed-methods framework, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 14 students, comprising 11 male and 3 female students. Data were collected through direct observation, learning outcome assessments, and documentation, and were analyzed using qualitative, quantitative, and descriptive techniques. The findings show that cooperative learning improved both student engagement and learning outcomes. The average learning outcome score increased from 60% in the pre-cycle stage to 73.21% in Cycle I and 82.85% in Cycle II, with classical mastery reaching 85.71%. Student learning activities also increased by 66.19% from Cycle I to Cycle II. These findings indicate that cooperative learning can enhance students’ active participation, collaboration, and academic achievement in Islamic Cultural History learning. The study contributes to classroom-based pedagogical practice by demonstrating the relevance of cooperative learning as a creative and collaborative strategy for improving student learning processes and outcomes in religious education subjects.