Implementasi Model Pembelajaran Jigsaw Untuk Meningkatkan Pemahaman Konsep Pecahan Matematika Kelas V SDN Marga Mulya VI Kota Bekasi
DOI:
https://doi.org/10.58740/denis.v3i01.751Keywords:
Jigsaw learning model, conceptual understanding, fractions, mathematics, elementary schoolAbstract
The Implementation of the Jigsaw Learning Model to Improve Students’ Understanding of Mathematical Fraction Concepts in Grade V at SDN Marga Mulya VI, Bekasi City. Faculty of Teacher Training and Education. This study was motivated by the low level of students’ understanding of mathematical concepts, with 62% of fifth-grade students at SDN Marga Mulya VI, Bekasi City experiencing difficulties in learning fraction material. This condition was caused by teacher-centered learning practices, which resulted in students having difficulty understanding and applying fraction concepts. To address this problem, this study implemented the cooperative learning model of the Jigsaw type, which is expected to improve students’ understanding of fraction concepts. This research employed Classroom Action Research (CAR), conducted in two cycles consisting of the stages of planning, action implementation, , and reflection. The research subjects were fifth-grade students of SDN Marga Mulya VI, Bekasi City. Data were collected through written tests, s, and documentation based on seven indicators of conceptual understanding according to the Indonesian Ministry of Education (Depdiknas). The results of Cycle I showed that students’ conceptual understanding reached 58%, while the results of Cycle II increased to 96%, indicating an improvement of 38%. These findings demonstrate that the Jigsaw learning model can effectively improve students’ understanding of mathematical fraction concepts in Grade V at SDN Marga Mulya VI.
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