The Relationship Between the Application of the Jigsaw-Type Cooperative Learning Method and Student Learning Activeness in Indonesian Language Learning for Fifth-Grade Elementary School Students in Pejagalan Sub-District, North Jakarta
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Dian Fahrani*
Gusti Yarmi
Chrisnaji Banindra Yudha
Indonesian language learning at the elementary level requires active student engagement in listening, speaking, reading, and writing, yet many teachers still rely on conventional lecture-based methods that leave students passive. Preliminary interviews with fifth-grade teachers in Pejagalan Sub-District, North Jakarta, indicated low student activeness under conventional teaching, while cooperative learning was reported to encourage independence, motivation, and communication skills. This study examined the relationship between the application of the jigsaw-type cooperative learning method and student learning activeness in Indonesian language learning among fifth-grade students in Pejagalan Sub-District. A quantitative correlational approach was used. The population consisted of 300 fifth-grade students across two elementary schools; a total sampling (census) approach was attempted, but only 199 students (a response rate of 66.3 percent) ultimately participated as respondents, using validated Likert-scale questionnaires for the jigsaw-type cooperative learning method variable (X) and the student learning activeness variable (Y). Data were analyzed using Pearson Product Moment correlation with SPSS. Results showed a Pearson correlation coefficient of 0.747 with a significance value of 0.00 (< 0.05), indicating a positive and significant relationship in the strong category (0.600 to 0.799). The alternative hypothesis was accepted: the application of the jigsaw-type cooperative learning method is positively and strongly related to student learning activeness in Indonesian language learning among fifth-grade elementary students in Pejagalan Sub-District, North Jakarta.
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