Enhancing Civic Responsibility and Collaborative Skills Through the Jigsaw Learning Model in PPKn Classes at MIS Subarang Koto Baru

Abstract

This classroom action research aimed to enhance students’ civic responsibility and collaborative learning skills through the implementation of the Jigsaw learning model in PPKn lessons at MIS Subarang Koto Baru. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 26 fifth-grade students who previously showed low engagement, limited participation, and insufficient understanding of civic concepts, particularly related to rights, obligations, and responsible behavior in school and community settings. The Jigsaw model was chosen because of its structured cooperative approach, which encourages students to become both learners and peer teachers within assigned expert groups.

During Cycle I, students began adapting to their roles, but several challenges emerged, including uneven participation and limited ability to summarize information. Improvements were made in Cycle II, such as clearer task instructions, guided worksheets, and structured peer feedback. These refinements led to significant growth in students’ motivation, comprehension, and responsibility during group discussions. Observation results showed increased active participation, stronger accountability in completing expert tasks, and improved communication among group members. Students demonstrated better understanding of civic values, particularly in expressing opinions respectfully, recognizing responsibilities, and collaborating to achieve shared goals.

Quantitative data from assessments indicated an increase in the average score from 67.3 in Cycle I to 82.5 in Cycle II, surpassing the minimum competency criteria. Qualitative data from field notes also supported these findings, showing enhanced social interaction, stronger group cohesion, and improved self-confidence among students. The study concludes that the Jigsaw learning model effectively strengthens both cognitive mastery of PPKn content and affective aspects related to civic responsibility. Therefore, its application is recommended for PPKn teachers seeking strategies to foster active, meaningful, and values-based learning experiences.