Ningsih, Sofita (2021) IMPLEMENTASI MODEL PEMBELAJARAN JIGSAW DALAM MATA PELAJARAN AKIDAH AKHLAK DI MA INTEGRATIF NU AL – HIKMAH JERU KECAMATAN TUMPANG KABUPATEN MALANG. S1 thesis, STAI Ma'had Aly Al-Hikam Malang.

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Abstract

Learning models are very important in preparing learning process activities. Of course, you have to consider how to choose strategies and models that are relevant to the learning methods that will be used during the learning process. This is no exception in learning Aqidah Akhlak at the MA NU Al-Hikmah Jeru school, Tumpang District, Malang Regency using the jigsaw learning method. This research aims to find out how to implement and what the results are in implementing the jigsaw learning method in the subject of moral beliefs in Integrative MA as well as a form of effort to create active, interactive and fun learning. This research uses a qualitative approach method with descriptive research type. Data collection techniques used; 1.) Observation, 2.) Interview, and 3.) Documentation. Data analysis techniques can be carried out during direct data collection. The author hopes that this research can produce more active learning and provide final results that are in accordance with what was previously desired. The data sources used are; primary data sources and secondary data sources. The results of this research are first, there are several stages in implementing the jigsaw learning model, namely: a. planning by 1) Choosing subject identity, 2) Preparing KD (Basic Competencies), 3) Main Material 4) Learning strategy 5) Media 6) Assessment assessment and 7) Source of materials that must be prepared. b. There are eight steps in the jigsaw learning model, namely: 1) pray, 2) review the material, 3) determine the method, 4) divide into groups 5) group presentation 6) discussion 7) Question and answer and 8) closing prayer. Second, the results of implementing the jigsaw learning model are seen from three aspects, namely: a) the cognitive aspect through daily assessments, b) the affective aspect with sensitivity to accepting subjects, and c) the psychomotor aspect with presentations in front. This result is also seen from two factors, namely internal and external. Internal factors that are influenced: a) physiological, b) psychological which are divided into (interest, intelligence and talent). Meanwhile, external factors are influenced by family, environment and school. So this finding is very effective in the way students learn to improve learning outcomes in the Aqidah Akhlak subject.

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