This study examines the influence of cooperative learning models and formative test types on students' Civic Education learning outcomes. This research employed a 2x2 factorial design. The sample consisted of 80 students selected randomly using cluster random sampling techniques. Data were collected using a test instrument, and data analysis was performed using analysis of covariance (ANCOVA). The results of the study indicate that: (1) students taught using the Jigsaw cooperative learning model achieved higher Civic Education learning outcomes than those taught using the NHT (Numbered Heads Together) model; (2) students given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (3) there is an interaction effect between cooperative learning models and formative test types on students' Civic Education learning outcomes; (4) among students given essay-type formative tests, those taught with the Jigsaw model achieved higher learning outcomes than those taught with the NHT model; (5) among students given multiple-choice formative tests, there was no significant difference in learning outcomes between those taught with the Jigsaw model and those taught with the NHT model; (6) among students taught with the Jigsaw model, those given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (7) among students taught with the NHT model, there was no significant difference in learning outcomes between those given essay-type and multiple-choice formative tests.