The Effectiveness of Cooperative Learning master's in Islamic Education: An Ibn Khaldun Perspective
DOI:
https://doi.org/10.37680/qalamuna.v18i2.9892Keywords:
Cooperative Learning; Learning Effectiveness; Islamic Religious Education; Ibn KhaldunAbstract
Describes This study aims to analyze the effect of cooperative learning on the learning effectiveness of students in the Master’s Program in Islamic Education from the perspective of Ibn Khaldun. The study was motivated by the low level of academic engagement among students in conventional, instructor-centered learning. The study employed a quantitative approach with a quasi-experimental design using a pretest-posttest control group design. The sample consisted of 30 students divided into experimental and control groups using purposive sampling. Research instruments included a Likert-scale questionnaire, an observation sheet, and a learning outcome test. Data analysis was conducted using paired-sample t-tests and independent-sample t-tests with the assistance of SPSS. The results indicate that cooperative learning has a positive and significant effect on learning effectiveness, with a significance level of 0.000 < 0.05 and a Cohen’s d effect size of 1.84. Cooperative learning also enhances students’ academic participation, critical thinking skills, and social interaction. This study contributes to the development of collaborative Islamic pedagogy based on the thought of Ibn Khaldun.
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