Enhancing Indonesian Reading Comprehension Through the Jigsaw Cooperative Learning Strategy: A Classroom Action Research at MI NW Mekarsari

Abstract

This Classroom Action Research (CAR) aims to improve students’ reading comprehension skills in Indonesian language learning through the implementation of the Jigsaw cooperative learning strategy at MI NW Mekarsari. The study is motivated by the low engagement and uneven participation of students during reading activities, which often result in limited comprehension and minimal interaction among learners. The Jigsaw approach, which emphasizes collaborative learning and shared responsibility, is expected to create a more active, supportive, and communicative learning environment that enhances students’ understanding of reading texts.

The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were fifth-grade students enrolled in Indonesian language classes. Data were collected through observation sheets, student worksheets, reading comprehension tests, and field notes. Qualitative data were analyzed descriptively to capture student engagement and group collaboration, while quantitative data were examined through comparative analysis of test results between cycles.

The findings indicate a significant improvement in students’ reading comprehension performance after the implementation of the Jigsaw strategy. Students demonstrated increased motivation, more active participation, and stronger responsibility within their groups. The collaborative nature of Jigsaw encouraged students to explain ideas, discuss meaning, and clarify difficult vocabulary together, leading to deeper comprehension of the reading materials. The average reading comprehension scores improved from Cycle I to Cycle II, showing that the strategy effectively supported students’ cognitive development. Moreover, classroom dynamics became more positive, with students engaging in meaningful interactions and developing stronger communication skills.

In conclusion, the Jigsaw cooperative learning strategy proved to be an effective approach to enhancing Indonesian reading comprehension at MI NW Mekarsari. Its structured yet flexible group process allows students to learn from one another, actively construct meaning, and build essential social skills. The study recommends the continued use of Jigsaw in Indonesian language learning and suggests further research on its application across different grade levels and language skills.