The Effect of the Jigsaw-Type Cooperative Learning Model on Grade VII Students’ Conceptual Understanding in Social Studies at SMP Negeri 2 Silo, Jember, Academic Year 2024/2025
DOI:
https://doi.org/10.35719/hrtg.v6i1.188Keywords:
Cooperative Learning Model, Jigsaw, Social StudieAbstract
The main issue in the learning process at SMP Negeri 2 Silo is the teacher-centered approach, which still heavily relies on traditional learning models, particularly in Social Studies subjects. This condition leads to student boredom and negatively impacts their conceptual understanding. To address this problem, the researcher proposes the use of the jigsaw-type cooperative learning model as a solution to improve students’ conceptual understanding in Social Studies. This study aims to describe the effect of the jigsaw-type cooperative learning model on the conceptual understanding abilities of seventh-grade students in Social Studies at SMP Negeri 2 Silo, Jember, in the 2024/2025 academic year. The research employed a quantitative approach with an experimental design. The population consisted of all seventh-grade students, with purposive sampling used to select the samples. Class VII-B was assigned as the experimental group, and Class VII-A as the control group, each comprising 29 students. The instrument used to collect data was a conceptual understanding questionnaire. The results of the analysis show that the jigsaw-type cooperative learning model has a significant effect on students’ conceptual understanding. This is evidenced by a significance value of 0.000, which is less than the probability threshold of 0.05. Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In conclusion, the jigsaw-type cooperative learning model has a significant positive effect on improving the conceptual understanding of Social Studies among seventh-grade students at SMP Negeri 2 Silo, Jember, in the 2024/2025 academic year.
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