Evaluating the Effectiveness of the Jigsaw Learning Model in Improving Elementary School Students' Learning Achievement

Abstract

This study was motivated by the low learning achievement of fourth-grade students in Islamic Religious Education at SD Sabbihisma 04 Padang. Preliminary data showed that only 9 out of 24 students, or 37.5%, achieved the minimum mastery criterion of 75. This condition was influenced by the dominance of conventional teaching methods, such as lecturing, question-and-answer activities, and note-taking assignments, which made students less active, easily bored, and less engaged in the learning process. The purpose of this study was to examine the effectiveness of the Jigsaw cooperative learning model in improving students’ learning achievement in Islamic Religious Education. This research employed Classroom Action Research conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. Data were collected through observation, tests, interviews, and documentation, then analyzed using qualitative and quantitative approaches. The findings revealed a significant improvement in students’ learning mastery, from 37.5% in the preliminary stage to 83.3% in Cycle I and 95.9% in Cycle II. These results indicate that the Jigsaw model can enhance students’ activeness, cooperation, responsibility, and understanding. The implication is that the Jigsaw model can be used as an effective, active, and collaborative learning strategy for Islamic Religious Education in elementary schools.