The objective of this study was to investigate whether the use of the Jigsaw model in teaching-learning Economics could improve the results of Senior High School Students in Banda Aceh, Indonesia. A quasi-experimental design was used in this study, which used 60 randomly sampled second year (Grade 11) High School students for the sample, divided into two classes of 30; one the experimental group (EG) and the other the control group (CG). The two groups were homogenous in terms of their initial ability. The instrument used in this study was an essay test. T-test was used to analyse the data collected. The results from the post-test showed that there was then a significant positive difference between the two groups in terms of the students' achievements in economics; after the EG had been taught-learnt using the Jigsaw model for three months, they got significantly higher results in their economics essays than the CG students, who had been taught economics using the standard model and had not used Jigsaw. The implications of this study show that the use of the Jigsaw model in teaching-learning economics can be a model for improving students' achievement.

This paper aimed to explore the Islamic response and practical articulation to key economic concepts such as scarcity, wealth, poverty, and rationality using the divine revelation of Hadith of the Prophet Muhammad as a theoretical dimension of religion and piety. Furthermore, the concept of profit was redefined from the theoretical and practical perspective to "reconsider what is truly beneficial, what has real value and is worthy of our sacrifice". Certain concepts and comparative analysis were critically examined by referring to classical economic thoughts as well as neoclassical and Islamic theories. Moreover, the contributions of each author were evaluated from general perspective of economics to understand the intellectual history of thought flows developed outside Western culture. The process of Islamic assessment and old value reassessment in relation to new social and economic realities.

ABSTRACT Education has an important and effective role in the development of a nation. Various studies in many countries have found the strength of the relationship between education and the level of development of these nations. This strong relationship is shown by various economic and socio-cultural indicators. Education that has the ability to facilitate change is education of quality, and relevant to the needs of the entire community. To accelerate the improvement of student achievement in an effective, continuous and comprehensive manner, the government should not only focus on physical development alone but need to focus more on aspects that have a big impact on student achievement such as teacher quality, teaching methods and leadership in schools. The weakness of students is in applying theory to solving economic problems in the questions asked during the (national exam). Students cannot relate economic concepts and theories to the questions being asked. Students are also very weak in answering questions on the microeconomic and macroeconomic sections which contain a combination of economic concepts and mathematical formulas. A teaching method that can assist and encourage students in understanding economic concepts is indispensable. ABSTRAK Pendidikan mempunyai peranan penting dan efektif dalam pembangunan suatu bangsa. Berbagai kajian di banyak Negara mendapati kekuatan hubungan antara pendidikan dengan tingkat pembangunan bangsa-bangsa tersebut. Hubungan yang kuat itu ditunjukkan oleh berbagai indikator ekonomi dan sosial-budaya. Pendidikan yang mempunyai kemampuan memfasilitasi perubahan adalah pendidikan yang berkualitas, dan relevan dengan keperluan seluruh masyarakatnya. Untuk mempercepat perbaikan prestasi pelajar secara efektif, terus menerus dan menyeluruh, pemerintah tidak boleh hanya memberi fokus kepada pembangunan fisik semata-mata tetapi perlu lebih memberikan fokus kepada aspek yang memberi impak besar kepada prestasi pelajar seperti kualitas guru, metode pengajaran dan kepemimpinan di sekolah. Kelemahan pelajar yaitu di dalam pengaplikasian teori bagi penyelesaian masalah ekonomi di dalam soal yang ditanya semasa (ujian nasional). Pelajar tidak dapat mengaitkan konsep dan teori ekonomi dengan soal yang ditanyakan. Para pelajar juga amat lemah di dalam menjawab soal bahagian mikro ekonomi dan makro ekonomi yang mengandung gabungan antara konsep ekonomi dan rumus matematik. Satu metode pengajaran yang boleh membantu dan mendorong para pelajar di dalam memahami konsep-konsep ekonomi sangat diperlukan. Kata Kunci: Perancangan, Prinsip, Pengajaran, Ekonomi, Sekolah Menengah Atas