Enhancing Students’ Moral Reasoning and Aqidah Understanding through the Jigsaw Cooperative Learning Model at MA Sunan Kalijogo

Abstract

This classroom action research aims to improve students’ understanding of key concepts in Aqidah Akhlak through the implementation of the Jigsaw learning model at MA Sunan Kalijogo. The study was conducted in response to preliminary observations showing that students often faced difficulties in comprehending abstract theological principles and demonstrating moral values in practical contexts. Traditional teacher-centered instruction limited student interaction, curiosity, and active participation. Therefore, the Jigsaw model was selected to promote collaborative learning, peer teaching, and deeper engagement with the subject matter.

The research employed the standard procedures of Classroom Action Research (CAR), consisting of two cycles with stages of planning, action, observation, and reflection. Data were collected through learning observations, student worksheets, tests, and reflective journals. The intervention involved dividing students into “home groups” and “expert groups,” where each student was responsible for mastering and teaching specific subtopics related to faith, moral character, and Islamic ethical principles.

Findings from both cycles showed a significant improvement in student engagement, conceptual mastery, and reflective moral awareness. During Cycle I, students demonstrated increased participation but required more structured guidance during peer teaching activities. Adjustments in Cycle II, such as clearer task distribution and enhanced learning media, resulted in more effective collaboration and improved learning outcomes. Test results indicated a rising trend in comprehension, with most students achieving the minimum competency criteria. Moreover, qualitative data revealed that students felt more confident expressing their understanding, enjoyed learning from peers, and became more responsible toward group tasks.

In conclusion, the Jigsaw learning model effectively enhanced students’ understanding of Aqidah Akhlak and fostered a positive, cooperative learning environment. The study recommends continued application of cooperative learning models to support meaningful and active learning, particularly in moral and faith-based subjects.