PENERAPAN MODEL KOOPERATIF JIGSAW SEBAGAI STRATEGI PENINGKATAN HASIL BELAJAR KEBUGARAN JASMANI SISWA SEKOLAH DASAR

Abstract

This study aims to determine the effectiveness of the Jigsaw cooperative learning model as a strategy for improving elementary school students’ physical fitness learning outcomes. The study was motivated by the low levels of active participation and learning outcomes among third-grade students at SD Muhammadiyah 1 Surakarta in physical fitness lessons. Initial observations indicated that instruction remained teacher-centered, resulting in students tending to be passive and unmotivated, with only about 60% of students actively participating. Additionally, the average pre-test score of 62.68 was still in the “fair” category. This study employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which includes the stages of planning, implementation, observation, and reflection across two cycles. The research subjects consisted of 25 third-grade students, including 12 boys and 13 girls. Data were collected through achievement tests, observations of student activities, and a normality test using the Shapiro-Wilk method. The results showed a significant improvement in learning outcomes in each cycle. The students’ average score increased from 62.68 in the pre-test phase to 74.12 in Cycle I, then rose again to 91.20 in Cycle II, falling into the “very good” category. The results of the normality test also indicated that all data were normally distributed, as the significance values at each stage were greater than 0.05. Based on these findings, it can be concluded that the implementation of the Jigsaw cooperative learning model is effective in improving students’ physical fitness outcomes, participation, motivation, and cooperation. This model can serve as a more innovative, collaborative, and student-centered alternative for physical education instruction, thereby creating a more meaningful and enjoyable learning process.