Ablution Practice Using the Jigsaw/Group Learning Strategy for Grade VII Students at Banpres Islamic Junior High School, Musi Rawas Regency, Odd Semester 2021/2022
Keywords:
Jigsaw strategy, ablution practice, Islamic jurisprudence learning outcomes, classroom action research, MTs BanpresAbstract
Background: The Islamic Jurisprudence (Fiqh) learning achievement of students at Banpres Islamic Junior High School remains low (70% passive). Conventional learning makes students bored and their motivation decreases. The Jigsaw strategy was chosen because it encourages active participation, individual responsibility, and group collaboration, making the ablution practice more meaningful.
Method: Two-cycle CAR (Care Group Action Research), July 2021, with 10 seventh-grade students as subjects. The cycles were: planning (lesson plan, worksheets, ablution rubric), action (home-group, expert-group, and re-demonstration of ablution), observation, and reflection. Instruments: pre-test/post-test, observation sheets, interviews. Comparative analysis using paired t-test (α = 0.05).
Results: Pre-test average 58; Post-test: Cycle I: 75 (t-count 4.24 > t-table 2.26), 70% completion; Cycle II: 87 (t-count 6.11), 90% completion. Psychomotor indicators achieved ≥85%; students gained more confidence, performed ablution movements in sequence, and used water sparingly. Teachers and students rated the learning as "enjoyable and easy to understand."
Conclusion: Jigsaw effectively improves learning outcomes for ablution practice. Recommendations: use micro-skills videos, rotate expert roles, and monitor retention after 1 month to maintain skills.
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