Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menerapkan model pembelajaran kooperatif tipe scramble pada materi pokok transformasi geometri di MAS PONPES Darul Qur’an tahun ajaran 2021/2022. Jenis penelitian ini adalah penelitian tindakan kelas (action research). Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Data peningkatan hasil belajar diperoleh dari hasil evaluasi peningkatan hasil belajar siswa menggunakan soal esai yang diberikan kepada siswa kelas X MIA 3 yang berjumlah 32 siswa. Hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa kelas X MIA 3 di MAS PONPES Darul Qur’an setelah mengikuti pembelajaran menggunakan model pembelajaran kooperatif tipe scramble. Peningkatan hasil belajar siswa dapat dilihat dari nilai rata-rata tes hasil belajar siswa siklus I dan II secara berturut-turut adalah 72,13 dan 86,55, serta ketuntasan belajar klasikal siklus I dan siklus II secara berturut-turut adalah 68,75% dan 90,63%. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe scramble dapat meningkatkan kemampuan hasil belajar siswa AbstractThis study aims to improve student learning outcomes by applying the scramble-type cooperative learning model to geometric transformation lessons at MAS Ponpes Darul Qur'an for the 2021/2022 academic year. This study follows the classroom action research (CAR) method. This research was conducted in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Data on improving learning outcomes were obtained from the evaluation results of improving student learning outcomes using essay questions given to the tenth-grade students of MIA 3 with a total of 32 students. The results indicate that there was an increase in the learning outcomes of the tenth-grade students of MIA 3 at MAS PONPES Darul Qur'an after learning using the scramble-type cooperative learning model. The increase in student learning outcomes can be seen from the average scores of student learning outcomes tests cycles I and II respectively which are 72.13 and 86.55, as well as the classical learning mastery cycles I and cycle II respectively which are 68.75%. and 90.63%. Thus, it can be concluded that the scramble-type cooperative learning model can improve the ability of student learning outcomes.