Enhancing Students’ Understanding of Environmental Systems through the Jigsaw Cooperative Learning Model: A Classroom Action Research at MIN 8 North Aceh

Abstract

This Classroom Action Research (CAR) was conducted to improve students’ understanding of Environmental Systems in the IPAS subject at MIN 8 North Aceh through the implementation of the Jigsaw cooperative learning model. The study was motivated by the observation that students often faced difficulties in connecting concepts related to ecosystems, energy flow, and environmental interactions when taught through conventional teacher-centered methods. The research followed the standard CAR procedures consisting of planning, action, observation, and reflection across two cycles. Each cycle involved group division into expert and home groups, structured discussion, peer teaching, and formative assessment. Data were collected through observation sheets, field notes, student worksheets, and learning outcome tests. Quantitative data were analyzed using descriptive statistics to measure improvements in learning outcomes, while qualitative data were analyzed through thematic reduction to capture behavioral and participatory changes.

The findings revealed a significant improvement in students’ conceptual understanding and learning motivation across the two cycles. In the first cycle, many students were still adjusting to the cooperative structure, showing uneven participation and limited communication skills. However, by the second cycle, students demonstrated higher engagement, clearer explanations within expert groups, and stronger collaborative behavior when returning to their home groups. The average test scores increased substantially from Cycle I to Cycle II, indicating that students were able to construct deeper conceptual meaning through peer teaching activities. The use of visual aids, structured worksheets, and guided questions further supported students in organizing information and presenting it confidently. Teachers also reported improved classroom dynamics, characterized by more positive interactions and reduced dependency on direct instruction.

Overall, the Jigsaw model proved effective in enhancing students’ understanding of Environmental Systems in the IPAS subject. The model fostered active learning, increased responsibility among group members, and promoted meaningful peer collaboration. Therefore, Jigsaw is recommended for wider implementation in similar learning contexts.