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This study aims to analyze the implementation of the cooperative learning model of the Jigsaw type in improving Arabic listening skills (maharah istimā’). The research employs a qualitative approach with a library research design, drawing on various scholarly sources such as books, national and international journals, and previous studies relevant to Jigsaw learning and listening instruction. Data were collected through documentation techniques and analyzed using content analysis to identify key themes, including effectiveness, procedures, advantages, and challenges of the Jigsaw model in listening learning. The findings reveal that the Jigsaw cooperative model has significant potential in enhancing students’ listening skills through several pedagogical mechanisms, including the segmentation of complex audio materials, collaborative learning to foster critical thinking, increased motivation through individual responsibility, and the integration of cognitive and reflective processes. Furthermore, the study introduces a novelty in the form of a Jigsaw-based listening model that emphasizes audio chunking, note-taking strategies, re-listening activities, and authentic assessment. This model not only promotes active and student-centered learning but also aligns with Islamic epistemological principles derived from the Qur’an and Hadith, particularly in aspects of attentive listening, collaboration, responsibility, and knowledge transmission. Therefore, the Jigsaw model can serve as an effective and integrative approach to developing maharah istimā’ in Arabic language learning.
This study aims to analyze the implementation of the cooperative learning model of the Jigsaw type in improving Arabic listening skills (maharah istimā’). The research employs a qualitative approach with a library research design, drawing on various scholarly sources such as books, national and international journals, and previous studies relevant to Jigsaw learning and listening instruction. Data were collected through documentation techniques and analyzed using content analysis to identify key themes, including effectiveness, procedures, advantages, and challenges of the Jigsaw model in listening learning. The findings reveal that the Jigsaw cooperative model has significant potential in enhancing students’ listening skills through several pedagogical mechanisms, including the segmentation of complex audio materials, collaborative learning to foster critical thinking, increased motivation through individual responsibility, and the integration of cognitive and reflective processes. Furthermore, the study introduces a novelty in the form of a Jigsaw-based listening model that emphasizes audio chunking, note-taking strategies, re-listening activities, and authentic assessment. This model not only promotes active and student-centered learning but also aligns with Islamic epistemological principles derived from the Qur’an and Hadith, particularly in aspects of attentive listening, collaboration, responsibility, and knowledge transmission. Therefore, the Jigsaw model can serve as an effective and integrative approach to developing maharah istimā’ in Arabic language learning.
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