Implementation Of The Jigsaw Cooperative Learning Model In Improving Student Learning Participation In Physical Education, Sports, And Health

Physical Education, Sports, and Health (PJOK) learning plays an important role in increasing active student involvement in the learning process, which includes physical, cognitive, emotional, and social aspects. However, in practice, many PJOK learning methods are still conventional, resulting in suboptimal student learning participation. Therefore, innovative learning strategies are needed that can increase active student involvement. This study aims to determine the effectiveness of implementing the jigsaw cooperative learning model in increasing student learning participation in PJOK learning at SMP Negeri 5 Tarogong Kidul. This study used an experimental approach with a pretest–posttest control group design. The study population was 175 ninth-grade students, with a sample of 70 students selected through cluster random sampling techniques, consisting of 35 students in the experimental class and 35 students in the control class. The research instrument used a student learning participation questionnaire that covered aspects of emotional engagement, cognitive engagement, behavioral engagement, and social engagement, measured using a Likert scale. Data analysis was carried out using descriptive statistics, normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests with the help of SPSS. The results of the study showed that the experimental class experienced an increase in the average value from 157.49 (pretest) to 166.94 (posttest), while the control class increased from 150.51 to 164.97. The results of the paired sample t-test in the experimental class showed t = -4.672, df = 34, Sig = 0.000, while the control class t = -7.657, df = 34, Sig = 0.000. The results of the independent sample t-test on the posttest data showed t = 1.048, df = 68, Sig = 0.298, and the Levene's Test homogeneity test showed F = 1.478, Sig = 0.228, which showed that the variances of the two groups were homogeneous. The findings of the study showed that both groups experienced an increase in learning participation, but the experimental class with the jigsaw model showed a better increase. Thus, the jigsaw type cooperative learning model can be recommended as an innovative learning strategy in PJOK learning