The Influence of the Jigsaw Model on Collaborative Skills, Motivation, and Learning Independence of Elementary School Students

Abstract

This study aims to analyze the influence of the Jigsaw learning model on collaborative skills, learning motivation, and learning independence of elementary school students. The background of this research is based on the importance of developing 21st century skills, especially cooperation, motivation, and independence which are still low in students at SD Negeri Gugus 2, Gending District, Probolinggo Regency. The research uses a quantitative approach with a quasi-experimental design. The research population is all grade IV students totaling 98 people with a total sampling technique. The instrument used was in the form of a questionnaire with a Likert scale which was compiled based on the indicators of each variable. The results showed that the Jigsaw learning model had no significant effect on collaborative skills with a significance value of 0.414. The Jigsaw model had a significant effect on students' learning motivation with a significance value of 0.013, and a significant effect on learning independence with a significance value of 0.017. Simultaneous analysis showed that the Jigsaw model had a combined effect on collaborative skills, learning motivation, and learning independence with a significance value of 0.008. The study concludes that the Jigsaw model is effective in increasing students' motivation and learning independence, but has not been able to significantly strengthen collaborative skills. The implementation of Jigsaw requires additional mentoring strategies to train students' social and communication skills for optimal outcomes.