Islamic Religious Education plays a central role in Indonesian elementary schools by helping children develop religious knowledge, moral character, social responsibility, and cooperation. However, classroom instruction often relies heavily on teacher-centered lectures and memorization, leaving many students with limited opportunities to ask questions, discuss ideas, or actively participate. Recognizing this challenge, the researchers explored how Cooperative Learning could create a more engaging learning environment while reinforcing Islamic values.
The study was carried out at SD Negeri 050683 Tanjung Selamat, located in Langkat Regency, North Sumatra. Instead of measuring learning outcomes through statistical experiments, the researchers adopted a qualitative single-case study approach. They collected data through classroom observations, semi-structured interviews with the principal, Islamic Religious Education teacher, students, and parents, as well as reviews of lesson plans, assessment documents, and learning materials. This approach allowed the researchers to understand not only what happened in the classroom but also why it happened.
One of the study's key findings is that Cooperative Learning is far more than simply placing students into groups. The teacher carefully selected different cooperative learning models according to the lesson content. For example, the Make a Match strategy was used when teaching the names and duties of angels, while other cooperative approaches were applied to topics such as the Pillars of Islam, the Pillars of Faith, the Prophets, and Islamic prayer. Students were assigned to heterogeneous groups of four to five members based on academic ability, learning style, gender, and social background to encourage mutual support and balanced participation.
Throughout the lessons, the teacher acted as a facilitator rather than the sole source of information. Students discussed problems together, shared responsibilities, combined their ideas, presented their findings, and participated in individual quizzes to ensure personal accountability. The classroom became more interactive, with productive discussions replacing passive listening. According to the researchers, this structured collaboration distinguished genuine Cooperative Learning from ordinary group work.
The research identified several positive indicators of increased learning interest among students, including:
- Greater enjoyment during Islamic Religious Education lessons.
- Improved attention and focus throughout classroom activities.
- Higher participation in discussions and collaborative tasks.
- Increased confidence in asking questions and presenting ideas.
- Stronger responsibility toward group assignments.
- Greater willingness to help classmates.
- Increased enthusiasm for future Islamic Religious Education lessons.
Students reported that learning with friends made lessons more enjoyable and less monotonous. Working together also reduced their fear of making mistakes because classmates could provide support when difficulties arose. Some students who had previously been reluctant to speak in front of the class became more confident after regularly participating in group discussions and presentations.
The positive changes were also observed beyond the classroom. Parents reported that their children became more enthusiastic about studying Islamic Religious Education at home, talked more frequently about classroom lessons, showed greater confidence in speaking, and demonstrated improved politeness. Likewise, the school principal observed increased student engagement after teachers adopted more active learning methods. The researchers emphasized, however, that these findings represent qualitative evidence of positive trends rather than statistically proven causal relationships.
A distinctive contribution of the study is its integration of Islamic values into Cooperative Learning. Rather than treating religious teachings as separate content, the teacher translated the values of ta'awun (mutual assistance), ukhuwah (brotherhood), and shura (deliberation) into classroom interaction rules. Students were encouraged to support one another respectfully, discuss differing opinions constructively, and share responsibility for group success. According to the researchers, these Islamic ethical principles functioned as sociomoral resources that strengthened collaborative learning.
Despite its positive outcomes, the study also identified several implementation challenges. Cooperative Learning requires more instructional time than traditional teaching methods. Teachers must carefully organize balanced groups, address unequal participation between dominant and passive students, and manage limited classroom resources. The researchers also found that student-led group reflection remained the weakest element of implementation, suggesting that future lessons should allocate more time for groups to evaluate their own collaboration and identify ways to improve.
Based on these findings, the researchers recommend that teachers design learning activities with clear shared goals, rotate student roles regularly, combine individual and group assessments, and strengthen structured reflection at the end of group activities. School leaders are encouraged to provide continuous professional development, learning resources, and classroom supervision that focuses not only on lesson planning but also on the quality of student participation and collaboration.
As explained by Usnaini Syahara of Universitas Muhammadiyah Sumatera Utara, Cooperative Learning should not be understood merely as students sitting together in groups. Effective cooperative learning requires careful instructional design in which every student contributes, takes responsibility, and learns through meaningful interaction with peers. The findings support the theory of social interdependence while extending it by demonstrating how Islamic ethical values can strengthen collaborative learning when they are translated into practical classroom behaviors.
Author Profile
Usnaini Syahara is a researcher from the Faculty of Islamic Studies, Universitas Muhammadiyah Sumatera Utara (UMSU), Indonesia, whose research focuses on Islamic Religious Education, cooperative learning, student engagement, and character education.
Abd Rahman is a lecturer at the Faculty of Islamic Studies, Universitas Muhammadiyah Sumatera Utara (UMSU), specializing in Islamic education, instructional strategies, and value-based learning innovation.
Research Source
Article Title: Implementing Cooperative Learning in Islamic Religious Education: A Case Study of Student Learning Interest at SD Negeri 050683 Tanjung Selamat
Authors: Usnaini Syahara & Abd Rahman
Journal: International Journal of Advance Social Sciences and Education (IJASSE), Vol. 4, No. 4 (2026), pp. 317–334.
DOI: https://doi.org/10.59890/ijasse.v4i4.15
Journal Website: https://journalijasse.my.id/index.php/ijasse
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