Analysis of the Effectiveness of the Jigsaw Type Cooperative Learning Model on Geometry Material in Class VIII

Abstract

The purpose of this study is to analyze the effectiveness of the Jigsaw Type Cooperative Learning Model in teaching geometry to eighth-grade students. This research employs a quasi-experimental design with a control group and an experimental group, involving a total of 60 students from two different schools. The experimental group was taught using the Jigsaw method, while the control group received traditional instruction. Data were collected through pre-tests and post-tests to measure students' understanding of geometric concepts. Additionally, student engagement and interaction during the learning process were observed and recorded. The results indicate a significant improvement in the test scores of the experimental group compared to the control group. Students taught with the Jigsaw method demonstrated higher levels of participation and collaboration, contributing to a deeper understanding of the material.This study concludes that the Jigsaw Type Cooperative Learning Model is an effective instructional strategy for enhancing students' comprehension of geometry. The findings suggest that implementing cooperative learning models like Jigsaw can positively impact students' academic performance and engagement in mathematics. Further research is recommended to explore the long-term effects of this teaching method and its applicability to other mathematical topics.