Interesting cooperative learning is the talking stick learning model assisted by media images. The use of the talking stack learning model makes students not easily bored. Talking stick learning begins with the teacher explaining the topic of the lesson and students are given the opportunity to read and study the material. The research method used in this study is experimental, with a quasi-experimental quantitative approach because the research will be tested using numerical data processed with statistical data with a quasi-experimental research type. Based on the Independent Sample T Test on the data above it is known that in the "equal variances assumed" section the significance value is 0.00 which is smaller than the significance level of 0.05, as the basis for decision making if the Sig.(2-tailed) value is 0.05 where the result it shows 0.000.05 then H0 is rejected and Ha is accepted. this shows that there is a significant effect. The calculation obtained using the effect size is 1.76. When viewed from the resulting decision rules, it shows a very high category. Based on the results of this analysis, the talking stick learning model assisted by media images can meet the minimum student completeness criteria standards. The experimental class has a higher average value than the control class. These results illustrate the meaning that the talking stick learning model assisted by media images has a major effect on student learning interest. The conclusion of the effect size data results shows a large category, meaning that the application of the talking stick learning model assisted by media images is able to influence student learning interest in learning Islamic Religious Education so that it is effectively applied in teaching and learning activities.

Anam, K. (2015). Pengaruh media pembelajaran terhadap minat belajar siswa pada mata pelajaran pai di smp bani muqiman bangkalan. Jurnal Pendidikan Islam, 4(2), 17.

Andayani. (2016). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TALKING STICK TERHADAP MINAT DAN HASIL BELAJAR KOGNITIF IPA BIOLOGI SISWA KELAS VII SMP.

Ghozali. (2015). Pengaruh rotasi audit, workload, dan spesialisasi terhadap kualitas audit pada perusahaan manufaktur yang terdaftar Di Bursa Efek Indonesia Pada Tahun 2009-2013. Jurnal Organisasi Dan Manajemen, 11(2), 183–194.

Hasjmy. (2014). Pengaruh kooperatif teknik talking stick terhadap minat pembelajaran PAI di sd. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 3(9).

Maesaroh. (2013). Peranan metode pembelajaran terhadap minat dan prestasi belajar pendidikan agama Islam. Jurnal Kependidikan, 1(1), 150–168.

Maharani. (2023). PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK UNTUK MENINGKATKAN MINAT BELAJAR PENDIDIKAN AGAMA ISLAM PESERTA DIDIK DI KELAS XI MIPA 3 SMA NEGERI 1 KUTA UTARA. Jurnal Pendidikan Matematika Undiksha, 14(1), 41–46.

Mustafida, F. (2013). KAJIAN MEDIA PEMBELAJARAN BERDASARKAN KECENDERUNGAN GAYA BELAJAR PESERTA DIDIK SD/MI.

Muttaqin. (2021). IMPLEMENTASI METODE TALKING STICK DALAM MENINGKATKAN MINAT BELAJAR SISWA KELAS VII PADA MATA PELAJARAN PAI DI SMP MERDEKA SUMBERSARI SRONO. International Journal of Educational Resources.

Prof. Dr. Sugiono. (2020). Metode Penelitian Kuantitatif Kualitatif dan R&D (S. P. M. Dr. Ir. Sutopo, Ed.; Edisi 2). ALFABETA.

Suprijono. (2013). Pengembangan perangkat model pembelajaran kooperatif tipe talking stick pada standar kompetensi mengoperasikan peralatan pengendali daya tegangan rendah di SMKN 2 Surabaya. Jurnal Pendidikan Teknik Elektro, 2(1).

Tri Septiana, E., & Rudyat Telly Savalas, L. (2018). PENGARUH PENERAPAN MODEL PEMBELAJARAN TALKING STICK BERBANTUAN MEDIA KARTU MOL TERHADAP HASIL BELAJAR KIMIA PADA MATERI STOIKIOMETRI SISWA KELAS X MIA SMAN 3 MATARAM.