Application of the Jigsaw Type Cooperative Learning Model to Improve Student Learning Outcomes in the Material of Addition Fraction in Elementary School

Abstract

This research is a classroom action research which consists of several aspects of action and the main observation is increasing student learning outcomes by using the discussion method. The research was conducted at SDN Duyu involving 19 students enrolled in the 2020/2021 school year. Using the Kemmis and Mc research design. Taggart, which consists of two cycles. Where in each cycle two class meetings are held and each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The results showed that in the first cycle of classical completeness measures 51.58% was obtained and the classical absorption was 52.63%. In the action cycle II obtained 77.89% classical completeness and 89.47% classical absorption. This means that learning in cycle II has met the indicators of success with a minimum classical completeness value of 75% and a minimum classical absorption of 60%. Based on the average value of classical absorption and classical learning mastery in cycle II learning activities, it can be concluded that increasing learning with the Jigsaw cooperative learning model can improve fifth grade student learning outcomes in the addition of fractions at SDN Duyu.