Impact Impact of the Jigsaw Learning Model on Students' Discipline Character Development

Аннотация

This study aimed to examine the effect of the Jigsaw cooperative learning model on the development of discipline character among elementary school students. A quantitative approach with an associative research design was employed. The independent variable was the Jigsaw learning model, while the dependent variable was students' discipline character. The study was conducted at an elementary school in South Bengkulu Regency during the 2025/2026 academic year, involving 15 students selected through purposive sampling. Data were collected using a discipline character observation sheet consisting of 15 indicators measured on a four-point scale. The instrument was tested for reliability using Cronbach's Alpha, and the data were analyzed using SPSS through prerequisite tests, including normality and homogeneity tests, followed by simple linear regression analysis and a t-test at a significance level of 0.05. The findings revealed that the Jigsaw learning model had a positive and significant effect on students' discipline character, with a significance value of 0.003 (p < 0.05). The coefficient of determination (R² = 0.496) indicated that the model contributed 49.6% to the development of discipline character, while the remaining 50.4% was influenced by other factors. Descriptive analysis showed that students' average discipline score reached 89.33, categorized as Excellent, with 66.67% of students in the Excellent category and 33.33% in the Good category. The results demonstrate that the Jigsaw learning model effectively promotes discipline by encouraging individual responsibility, cooperative learning, adherence to classroom rules, and active participation. Therefore, the Jigsaw model can be recommended as an effective instructional strategy for integrating academic learning with character education in elementary schools.