EFFECTIVENESS OF THE JIGSAW TYPE COOPERATIVE LEARNING MODEL IN IMPROVING THE MATHEMATICS LEARNING OUTCOMES OF GRADE V ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.5281/zenodo.22240619Keywords:
Mathematics Learning Outcomes, Jigsaw Cooperative Learning Model, Elementary SchoolAbstract
Primary school pupils’ mathematics learning outcomes remain a concern, particularly when learning is dominated by lectures and individual assignments with limited peer interaction. This study aims to describe pupils’ mathematics learning outcomes before and after implementing the Jigsaw cooperative learning model and to examine its effect on Year 5 pupils at SDN 91 Pacongkang, Liliriaja Sub-district, Soppeng Regency. This quantitative study employed a one-group pre-test-post-test pre-experimental design involving 16 Year 5 pupils selected through saturation sampling. Data were collected using achievement tests and observation sheets and analysed using descriptive statistics, the Paired Sample T-Test, and N-Gain analysis. The results showed that the mean pre-test score was 51.88, with no pupil achieving the minimum pass mark. During implementation, the Jigsaw model, involving expert group discussions and peer teaching, encouraged highly enthusiastic pupil participation. The mean post-test score increased to 81.25. The Paired Sample T-Test yielded a t-value of 17.278 with a significance level of 0.000, indicating a significant difference between pre-test and post-test scores. The average N-Gain score was 0.6262, categorised as moderate and reasonably effective. Therefore, the Jigsaw cooperative learning model significantly and reasonably effectively improves pupils’ mathematics learning outcomes.
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