ANALYSIS OF STUDENTS' READING MASTERY USING THE JIGSAW TYPE COOPERATIVE LEARNING MODEL ASSISTED BY PUZZLE GAME MEDIA

This study examines elementary school students’ reading skill mastery through the implementation of the Jigsaw cooperative learning model integrated with puzzle-based game media. Adopting a qualitative research paradigm with a descriptive approach, the study seeks to provide an in-depth portrayal of both the instructional process and the learning outcomes of reading activities conducted in the classroom. The participants consisted of fourth-grade students from a public elementary school in Palembang City. Data were gathered through classroom observations, semi-structured interviews, and questionnaires administered throughout the learning process. The findings reveal that the Jigsaw cooperative learning model, when supported by puzzle game media, effectively enhances students’ reading comprehension abilities, particularly in drawing conclusions, retelling texts, and responding to comprehension questions. Furthermore, peer interaction inherent in the Jigsaw learning process facilitates deeper understanding of textual content, while the use of puzzle game media creates a more engaging and enjoyable learning atmosphere. Overall, the results suggest that interactive and collaborative instructional strategies can contribute positively to the development of reading skills among elementary school learners.