PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PENINGKATAN KEMAMPUAN KOLABORATIF DAN HASIL BELAJAR PESERTA DIDIK PADA MATERI ENERGI DI KELAS 4 SEKOLAH DASAR

THE EFFECT OF THE JIGSAW COOPERATIVE LEARNING MODEL ON IMPROVING COLLABORATIVE SKILLS AND LEARNING RESULTS OF STUDENTS IN ENERGY SUBJECTS IN GRADE 4 ELEMENTARY SCHOOL

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan kolaborasi dan hasil belajar peserta didik kelas IV SD pada pembelajaran IPAS materi energi. Hasil observasi di SDN 124 Gresik menunjukkan kemampuan kolaborasi sebesar 64% (kategori sedang). Pembelajaran yang berpusat pada guru membatasi interaksi dan kolaborasi, padahal kolaborasi merupakan kompetensi esensial abad ke-21 (4C). Kondisi tersebut berdampak pada rendahnya hasil belajar dengan rata-rata awal 73,4, belum mencapai KKM 75, serta ketuntasan hanya 45%, sedangkan ketuntasan klasikal minimal 75%. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap kemampuan kolaborasi dan hasil belajar peserta didik, serta respons peserta didik terhadap penerapannya. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-eksperiment dan desain Nonequivalent Control Group Design. Subjek penelitian terdiri dari 20 peserta didik kelas eksperimen di SDN 124 Gresik dan 15 peserta didik kelas kontrol di SDN 128 Gresik. Instrumen yang digunakan meliputi lembar observasi kemampuan kolaborasi (awal-akhir), tes hasil belajar (pretest-posttest), dan angket respons peserta didik. Analisis data menggunakan uji MANOVA, uji N-Gain, uji korelasi Pearson Product Moment, serta analisis deskriptif. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe Jigsaw berpengaruh signifikan terhadap kemampuan kolaborasi dan hasil belajar, baik secara simultan maupun parsial (Sig < 0,05). Rata-rata N-Gain kolaborasi kelas eksperimen 0,76, lebih tinggi daripada kelas kontrol 0,64. Rata-rata N-Gain hasil belajar kelas eksperimen 0,80, sedangkan kelas kontrol sebesar 0,66. Selain itu, terdapat hubungan positif dan signifikan antara kemampuan kolaborasi dan hasil belajar (r = 0,527) dengan kategori sedang. Respons peserta didik mencapai 88% dengan kriteria sangat positif. Dengan demikian, model pembelajaran kooperatif tipe Jigsaw efektif dan layak diterapkan dalam pembelajaran IPAS di sekolah dasar.

Kata Kunci: Model pembelajaran kooperatif Jigsaw, Kemampuan Kolaborasi, Hasil belajar.

This study was motivated by the low levels of collaboration and learning results among fourth-grade elementary school students in their science lessons on energy. Observations at SDN 124 Gresik revealed a collaboration rate of 64% (moderate category). Teacher-centered instruction limits interaction and collaboration, even though collaboration is an essential 21st-century competency (4C). These conditions resulted in low learning results, with an initial average score of 73.4—failing to meet the minimum passing score (KKM) of 75—and a mastery rate of only 45%, whereas the minimum classical mastery rate is 75%. This study aims to determine the effect of the Jigsaw cooperative learning model on students’ collaboration skills and learning results, as well as students’ responses to its implementation. The study employed a quantitative approach using a quasi-experimental method and a Nonequivalent Control Group Design. The research subjects consisted of 20 students in the experimental class at SDN 124 Gresik and 15 students in the control class at SDN 128 Gresik. The instruments used included a collaboration skills observation sheet (pre- and post-tests), learning results tests (pre- and post-tests), and a student response questionnaire. Data analysis utilized MANOVA, the N-Gain test, Pearson’s Product-Moment correlation, and descriptive analysis. The results of the study indicate that the Jigsaw cooperative learning model has a significant effect on collaboration skills and learning results, both simultaneously and partially (Sig < 0.05). The average N-Gain for collaboration in the experimental class was 0.76, higher than that of the control class at 0.64. The average N-Gain for learning results in the experimental class was 0.80, while that of the control class was 0.66. Additionally, there was a positive and significant relationship between collaboration skills and learning results (r = 0.527) in the moderate category. Student responses reached 88% with a very positive rating. Thus, the Jigsaw cooperative learning model is effective and suitable for implementation in IPAS instruction in elementary schools.

Keywords: Jigsaw cooperative learning model, collaboration skills, learning results.