IMPLEMENTING THE JIGSAW METHOD TO IMPROVE HISTORY LEARNING OUTCOMES AMONG TENTH-GRADE STUDENTS AT SMK NEGERI MANGOLE TENGAH IN THE 2025/2026 ACADEMIC YEAR
Abstract
This classroom action research aimed to describe the implementation of the Jigsaw method and examine changes in history learning outcomes among tenth-grade students at SMK Negeri Mangole Tengah in the 2025/2026 academic year. The study involved 20 students (11 boys and 9 girls) and was conducted in two cycles, each comprising planning, action, observation, and reflection. Data were collected through observation, tests, and documentation and analyzed descriptively. At baseline, 9 students (45%) met the minimum mastery criterion of 75, with a class mean of 63.5. Mastery increased to 14 students (70%) in Cycle I and 18 students (90%) in Cycle II, exceeding the predetermined classical mastery target of 75%. Mean test scores increased to 73.75 and 83.50, respectively. Observations also indicated improved teacher implementation and student participation. These findings suggest that Jigsaw, through home and expert group discussions, was associated with improved learning outcomes and classroom engagement in the studied class. The findings should be interpreted within the limits of a single-class action research design.
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