ENHANCING ELEMENTARY SCHOOL STUDENT LEARNING MOTIVATION AND OUTPUT USING THE JIGSAW LEARNING MODEL

Abstract

This research focuses on (1) escalating elementary school student learning motivation using the jigsaw learning model and (2) improving elementary school student learning output using the jigsaw learning model. It used primary data collected through questionnaire distribution, a learning output test to students, and observation sheets filled by the teacher. This was descriptive research with a classroom action research model. The result exhibited that (1) the teacher could increase elementary school student learning motivation using the jigsaw learning model. Student learning motivation, which was 55.07% in the preliminary observation, increased by 75.87 in cycle 1 and then 85.69% in cycle 2, and (2) the teacher could increase elementary school student learning output using the jigsaw learning model. Only 13 students (43.33% of the total number of students) fulfilled the Minimum Completeness Criteria in the preliminary observation. And yet, in cycle 1, there were 21 students (70.00% of the total number of students) who successfully fulfilled the Minimum Completeness Criteria in cycle 1, and in cycle 2, the number of students increased by 29 (96.67% of the total number of students).