Implementing Jigsaw Model with Learning Cards to Improve Fifth Graders’ Natural Resources Learning Outcomes in Surabaya
DOI:
https://doi.org/10.21070/sej.v10i1.1745Keywords:
Jigsaw, Flashcards, Learning Outcomes, Natural Resources, Cooperative LearningAbstract
This action research aims to improve student learning outcomes in the subject of Natural Resources (SDA) in Indonesia by applying the jigsaw learning model combined with learning cards. This combination is rarely used in the context of action research in natural and social science learning in elementary schools. The study was conducted using the Kemmis and McTaggart spiral model in two cycles, covering the stages of planning, action implementation, observation, and reflection. The research subjects were 34 students in class VA of Santa Maria Elementary School in Surabaya. Data were collected through learning outcome tests, observations of student and teacher activities, and field notes. The results showed a significant increase in academic achievement, with the average score increasing from 66.61 in the first cycle to 93.32 in the second cycle, and learning completeness rising from 38.2% to 97.1%. Student activities during learning also showed improvement, especially in cooperation, individual responsibility, and the ability to explain the material. The application of Jigsaw, supported by learning cards, aligns with constructivism, cognitivism, and meaningful learning theories that emphasise the process of knowledge construction through interaction and elaboration. By combining cooperative techniques and simple visual media, this study makes a new contribution: a practical, structured, and easily replicable action model to improve science and social studies learning in elementary schools.
References
Alahmad, M. (2020). Strengths and Weaknesses of Cognitive Theory. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1584–1593. https://doi.org/10.33258/birci.v3i3.1088
Ali, M., Sutarto, S., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (2024). The Effectiveness of Jigsaw Model Based on Flipped Classroom to Improve Students’ Critical Thinking Ability in Islamic Religious Education Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(5), 1069–1078. https://doi.org/10.31004/obsesi.v8i5.6190
Briliyanti, A. R., & Setiawan, D. (2025). Jigsaw Type Cooperative Learning Model Assisted by Flashcard Media in Social Science Learning. Jurnal Imiah Pendidikan Dan Pembelajaran, 9(1), 151–158. https://doi.org/10.23887/jipp.v9i1.92287
Chen, L. (2025). A Protocol for Evaluating Learning Outcomes Using Reverse Jigsaw and Edpuzzle in Doctoral Business Education: A Q-Methodology Study. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251326412
Choi, S. E., & Lee, S. (2021). Applying Constructivism in Neurodiverse Classrooms. Review of Educational Theory, 4(4), 6. https://doi.org/10.30564/ret.v4i4.3876
Corrigan, M. W., Wong, J. T., Grove, D., Andersen, S., & Hughes, B. S. (2025). Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM-First and STEM-First Approaches. Science Education, 109(5), 1336–1364. https://doi.org/10.1002/sce.21942
Darabi, F., Karimian, Z., & Rohban, A. (2025). Putting the pieces together: comparing the effect of jigsaw cooperative learning and lecture on public health students’ knowledge, performance, and satisfaction. Interactive Learning Environments, 33(1), 495–512. https://doi.org/10.1080/10494820.2024.2351157
Do, H. N., Do, B. N., & Nguyen, M. H. (2023). How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach. Heliyon, 9(12), e22862. https://doi.org/10.1016/j.heliyon.2023.e22862
Dwi Cahyani, W., Irawati, R., & Sunaengsih, C. (2024). Media Cards Line Up to Improve Primary School Students’ Understanding of The Concept of Place Value. Riemann: Research of Mathematics and Mathematics Education, 6(2), 177–187. https://journal.sanagustin.ac.id/index.php/reimann
Fitamen, C., Blaye, A., & Camos, V. (2024). Enhancing visuo-spatial working memory: the role of visual support in preschoolers and adults. Journal of Cognitive Psychology, 36(8), 898–915. https://doi.org/10.1080/20445911.2024.2401043
Fitriana, R. O., Hadi, M. S., & Izzah, L. (2021). Improve Students’ English Vocabulary Skills With Flashcard Media. Jurnal Ilmiah Pendidikan Profesi Guru, 4(3), 521–530. https://doi.org/10.23887/jippg.v4i3.39029
Fricticarani, A., & Maksum, H. (2020). Improving Student Activity and Learning Outcomes by Applying the Jigsaw Type Learning Model in PPHP Skills Study. Journal of Education Research and Evaluation, 4(4), 296. https://doi.org/10.23887/jere.v4i4.30240
Gannar, S., & Kilani, C. (2025). Contextualized Learning and Social Constructivism: Implementing a Project-Based Approach in Information Systems Development Education. Journal of Science Learning, 8(1), 15–24. https://doi.org/10.17509/jsl.v8i1.72667
Gede Widayana, & Kevin Balsono. (2023). Jigsaw Learning Model Improves Student Learning Outcomes In Mechanical Engineering Basic Knowledge. Journal for Lesson and Learning Studies, 6(1), 101–108. https://doi.org/10.23887/jlls.v6i1.61166
Hanum, C. B., As’ary, Y., Komariah, M., & Maftuh, B. (2024). the Implementation of Ipas (Natural Science and Social Studies) in Elementary School: Learning Plot and Teacher Consideration. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 16(1), 105–114. https://doi.org/10.17509/eh.v16i1.58361
Herwindo, R., Noer, S. H., & Sutiarso, S. (2025). Development of interactive learning media based on the JIGSAW model to enhance students’ understanding of mathematical concepts. Journal of Advanced Sciences and Mathematics Education, 5(1), 15–25. https://doi.org/https://doi.org/10.58524/jasme.v5i1.536
Junco, E., Vaughn, R., Karimova, G., & Duffy, M. (2023). Constructivist learning practices & culturally responsive teaching: A post-secondary developmental literacy program’s multimodal response to the pandemic. CRES Journal Critical Reviews in Educational Sciences, 4(2), 93–104. https://doi.org/10.59320/alanyazin.12401
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Kostiainen, E., Nousiainen, T., & Näykki, P. (2025). From a bitter start to meaningful learning in online teacher education. Scandinavian Journal of Educational Research, 3831, 1–18. https://doi.org/10.1080/00313831.2025.2459404
Lumbantoruan, J. H., & Herman, T. (2025). The effectiveness of the logarithm module equipped with a Jigsaw-type cooperative model in improving learning outcomes. Journal of Education and Learning (EduLearn), 19(1), 24–33. https://doi.org/10.11591/edulearn.v19i1.21486
Luthfiyah, H., Nusantara, T., Faizah, S., Kusumaningrum, S. R., & Mardhatillah. (2025). The Implementation of Deep Learning to Improve the Effectiveness and Quality of IPAS Learning in Elementary School. ELSE (Elementary School Education Journal), 9(2), 293–301. https://journal.um-surabaya.ac.id/index.php/pgsd
Ma’rifatul Khasanah, & Sigit Yulianto. (2024). Using Flashcard Media is Seen from the Result of the Skill in Writing Narrative Texts Fifth-Grade Elementary School Students. JPI (Jurnal Pendidikan Indonesia), 13(3), 562–570. https://doi.org/10.23887/jpiundiksha.v13i3.76685
Maharani, S. A., & Ramadan, Z. H. (2023). Development of Flash Card Media for Early Reading Student. Jurnal Penelitian Pendidikan IPA, 9(10), 8446–8455. https://doi.org/10.29303/jppipa.v9i10.5491
Martín-Alguacil, N., & Avedillo, L. (2024). Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences Education. International Medical Education, 3(3), 346–362. https://doi.org/10.3390/ime3030026
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences. Education Sciences, 14(11). https://doi.org/10.3390/educsci14111179
Martinez, M. E., & Gomez, V. (2025). Active Learning Strategies: A Mini Review of Evidence-Based Approaches. Acta Pedagogia Asiana, 4(1), 43–54. https://doi.org/10.53623/apga.v4i1.555
Mckay, J., & Sridharan, B. (2024). Studies in Higher Education Student perceptions of collaborative group work ( CGW ) in higher education. 5079. https://doi.org/10.1080/03075079.2023.2227677
Mintzes, J. J., & Walter, E. M. (2020). Active Learning in College Science: The Case for Evidence-Based Practice. In Active Learning in College Science: The Case for Evidence-Based Practice. https://doi.org/10.1007/978-3-030-33600-4
Morris, T. H., Bremner, N., & Sakata, N. (2025). Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture and Society, 33(3), 847–866. https://doi.org/10.1080/14681366.2023.2282439
Muhajirah. (2020). Basic of Learning Theory (Behaviorism, Cognitivism, Constructivism and humanism). International Journal of Asian Education, Vol.1(June 2020), 37–42. https://media.neliti.com/media/publications/319060-basic-of-learning-theory-behaviorism-cog-05a8f817.pdf
Nurliyan, Rahman, A., Nuraini, Nashrullah, & Rini, E. S. (2026). The Effect of the Jigsaw Cooperative Learning Model on Improving Communication Skills of Fourth-Grade Students at SD Inpres 2 Tondo. Journal of Educational Sciences, 10(1), 1265–1279.
Pandey, D., Sunar, P. K., Manadhar, N. K., & Pant, B. P. (2025). Integrated projects for meaningful learning: a collaborative action research from Nepal. Education 3-13, 1–15. https://doi.org/10.1080/03004279.2025.2495969
Pase, M. I., Wilade, S., Aqil, M., & Hariana, K. (2025). Implementing Jigsaw Cooperative Learning to Improve Fourth-Grade Indonesian Language Outcomes. Journal of Innovation and Research in Primary Education, 4(4), 3752–3760. https://doi.org/10.56916/jirpe.v4i4.2483
Ruhani, A. (2020). Meningkatkan Hasil Belajar Materi Sumber Daya Alam (SDA) IPA Melalui Penerapan Media Gambar Siswa Kelas IV SD Inpres 34 Pacore Kabupaten Barru. Jurnal Studi Guru Dan Pembelajaran, 3(3), 370–376. https://www.e-journal.my.id/jsgp/article/view/357
Slade, J., & Cummings, M. (2025). From reflective practice to action research and positive change: securing high levels of wellbeing among learners with autism spectrum condition in the mainstream setting. Educational Action Research, 33(4), 711–730. https://doi.org/10.1080/09650792.2024.2355925
Stanczak, A., Darnon, C., Robert, A., Demolliens, M., Sanrey, C., Bressoux, P., Huguet, P., Buchs, C., & Butera, F. (2022). Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114(6), 1461–1476. https://doi.org/10.1037/edu0000730
Supiarti, S., Selvi, N., & Fajrin, S. N. (2025). Problem Solving and Cooperative Learning Model of the Jigsaw Type: IPAS Learning Outcomes in Elementary School. ETDC: Indonesian Journal of Research and Educational Review, 5(1), 665–680. https://doi.org/10.51574/ijrer.v5i1.4407
Taqa, A. R. (2025). The Psychology of Learning: Cognitive Science Insights into Education. Research Journal Article, 112–123. https://www.researchgate.net/publication/388803255
Triansyah, F. A., Suwatno, S., & Machmud, A. (2023). Trends and Research Focus of the Jigsaw Learning Model in Economic Learning: Bibliometric Review and Analysis. Jurnal Penelitian Pendidikan, 23(1), 1–15. https://doi.org/10.17509/jpp.v23i1.54820
Ula, N. A., & Mulis, M. (2025). Jigsaw Method in Increasing Students’ Interest in English Language Learning at MA Al-Khoirot. Jurnal Riset Rumpun Ilmu Bahasa, 4(2), 446–463. https://doi.org/10.55606/jurribah.v4i2.5948
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The Relevance of Vygotsky’s Constructivism Learning Theory With the Differentiated Learning Primary Schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Widyanto, Z., Qomarrullah, R., & Tebai, S. (2025). The Implementation of the Jigsaw-Type Cooperative Learning Model to Enhance Students’ Motivation and Participation in Physical Education. Journal of Physical Education, Sport, Health and Recreations, 14(2), 679–685.
Downloads
Published
License
Copyright (c) 2026 Resdiana, Jane Koswojo
This work is licensed under a Creative Commons Attribution 4.0 International License.
