The Implementation of the Jigsaw-Type Cooperative Learning Model to Improve the Cognitive Learning Outcomes of Christian Religious Education and Character Students in Grade XI at SMA Negeri 1 Sianjur Mulamula
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Abstract
The purpose of this study was to determine whether the implementation of the Jigsaw-type cooperative learning model could improve the cognitive learning outcomes of Christian Religious Education and Character (CREC) students in Grade XI at SMA Negeri 1 Sianjur Mulamula during the 2025/2026 academic year. The research hypothesis posits that there is a significant difference between the pretest and posttest cognitive learning outcomes of Grade XI CREC students after the Jigsaw-type cooperative learning model was applied at SMA Negeri 1 Sianjur Mulamula. This study employed a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design, which involves conducting research on a single group without a comparison group. The population consisted of all Grade XI Protestant Christian students at SMA Negeri 1 Sianjur Mulamula, totaling 161 students. The research sample was determined using purposive sampling, specifically selecting Grade XI-E as the experimental class, which comprised 36 students. Data were analyzed using the pooled variance ttest, yielding tcount = -28.661 < ttable = -1.66691, located on the left side of the curve, specifically in the rejection region of H₀ and the acceptance region of Hₐ. This indicates that there is a significant difference between the pretest and posttest cognitive learning outcomes of Grade XI CREC students after the application of the Jigsaw-type cooperative learning model at SMA Negeri 1 Sianjur Mulamula. The students’ cognitive learning outcomes in CREC prior to the implementation of the Jigsaw-type cooperative learning model averaged 67.14, which was below the Minimum Mastery Criteria (KKM) of 73, indicating that the learning was incomplete. After the application of the Jigsaw-type cooperative learning model, the cognitive learning outcomes of CREC students increased to an average of 84.05, which exceeded the KKM of 73, indicating that the learning was complete.
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