The learning activities carried out by the teachers at MI Al-Mursyid have been impressed that only active teachers. The teacher mostly uses the discussion method when learning takes place, but the discussion is still ineffective so that students tend to be passive in accepting the subject matter provided by the teacher. This results in student activity and learning outcomes to be very low. With this background, researchers are interested in examining whether there is an effect of the Snowball Throwing Cooperative Learning Model on Student Learning Outcomes. The research was conducted at MI Al-Mursyid, Citeureup District, Bogor Regency. The study population was 153 students while the sample was 20 people. Researchers used an experimental class, namely class V with a total of 20 students. The instrument used was a test to measure student learning outcomes in the form of a multiple choice test of 20 questions. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis with t-test. Based on the results of the descriptive analysis, the average value obtained before applying the Snowball Throwing model was 57.60 for pretest and 81.55 for posttest. Based on the results of inferential statistical analysis t count 11.31 and t table 2.10. Because tcount> ttable (11.31> 2.10), then H0 is rejected and Ha is accepted. So, it can be concluded that the accepted hypothesis is that the Snowball Throwing learning model in science learning has a significant effect on the learning outcomes of grade V students at MI Al-Mursyid.

This research aims to describe the Cooperative Learning Design for the Learning Team Game Tournament (TGT) in the 6th grade Social Sciences Lesson on Export and Import Activities, explaining the advantages of the Cooperative Learning Design for the Learning Team Game Tournament (TGT) in the 6th grade Social Sciences Lesson on Export and Import Activities. This research method uses the library method by analyzing various books and journals related to the Cooperative Learning Design Learning Team Game Tournament (TGT) in Social Studies Lesson 6th grade Materials for Export and Import Activities. The conclusions conclude that: The TGT learning model is a learning activity that involves heterogeneous group learning both from background and academic achievement and taking games and systematic tournaments or competitions that will provide scores, standings, and champions for individuals or groups who succeed in getting the best score to foster a sense of fun and motivation in learning which aims to improve learning outcomes, improve memory, make students accustomed to using high-level reasoning. The  self-confidence is high, reduce student deviant behavior in the classroom, for example disturbing friends, increased student motivation, improve students' understanding of certain subjects, increase kindness, sensitivity, and tolerance, both tolerance between students and tolerance between students and teachers. The steps of the TGT Learning Model are as follows: Presentation in class (classical), study together in teams, Games consist of questions with relevant content, after forming a team, children start competing in tournaments, calculating scores by seeing how many students can collect question cards from players who have done.  Keywords: TGT (Team Games Tournament) Cooperative Learning Model Design, Social Science Lessons

The writing of this article aims to find out the design of the inside-outside circle cooperative learning learning design, namely, 2. The advantage of the Inside Outside Circle technique is that there is a clear structure and allows students to share with different partners briefly and regularly. In addition, students work with fellow students in a cooperative atmosphere and have many opportunities to process information and improve communication skills. The steps for the design of the inside-outside circle cooperative learning technique in Indonesian lessons are that half of the students form a small circle facing out, the other half form a large circle facing in, students facing each other share information simultaneously, students who are in the outer circle rotate then share information with their (new) friends in front of them, and so on.This research method uses the library method by analyzing various books and journals related to the application of the Inside-Outside Circle cooperative learning technique. The conclusions concluded that: 1. learning techniques with the system of inner and outer circles (Inside-Outside Circle) where students share information with each other at the same time with different pairs briefly and regularly.2. The advantage of using the IOC method is that students will easily get different and varied information at the same time. Meanwhile, the steps for implementing the inside-outside circle cooperative learning design in Indonesian lessons are: as follows: 1) The first step, half the class stands in a small circle and faces out. 2) The second step, the other half of the class forms a circle outside the first circle and faces inward. 3) The third step, then two students in pairs from small and large circles share information. This information exchange can be done by all partners at the same time. 4) The fourth step, students in the small circle stay in place, while students in the large circle move one or two steps clockwise, so that each student gets a new partner. 5) The last step, it is the turn of students who are in the big circle to share information. And so on.  Keywords: cooperative learning, Inside Outside Circle, Indonesian Lesson, speaking skills

  This study aims to examine the effect of visual learning media on science learning outcomes for fifth grade students at MI Nurul Falah Citeureup. This research method uses a pre-experimental design. The research sample was 20 students consisting of 13 male students and 7 female students. The data collection technique used pre and post test with t test analysis. The results showed that the application of visual learning media in science subjects could improve student learning outcomes. This is indicated by the average IPA pretest score of 62, while the posttest average score of 83.25. Likewise, the calculation results obtained by t count of 7.04 > t table 2.10, thus t count > t table, it can be concluded that there is a significant influence of visual learning media on science learning outcomes. Keywords: visual learning media, learning achievement, natural science

This study discusses the thought of Islamic Education in the perspective of Kiai Hasyim Asy'ari. To find out the extent to which various changes and developments in Islamic education should make us always motivated to review and improve the quality of ourselves, in order to increase the quality and quantity of Islamic education in Indonesia. Because basically since the Indonesian state was born in 1945, education has become the cornerstone of one of the pillars of the nation's progress. Education is like a womb in which there are genes with a neat composition with all the seeds of existing abilities. Therefore it is necessary to have motivation in an effort to explore potential, good direction and planning in the development of education. From the results of the research conducted, it shows that K.H Hasyim Ash'ari's thoughts that talk about education emphasize more on educational ethics. Because ethics is more important than intelligence. Expertise in hadith is colored in the aspect of education. So that some of his works can change the situation at that time and experience changes and rapid development of an education.