Improve Mathematics Pedagogical Content Knowledge and Verbal Communication Skills through Cooperative Learning Type Jigsaw
Mahmudin Sudin, CecepMaman Hermawan, Okta Rosfiani, Wahyuliana Ristiawati, Saifatul Hasanah
Abstract
Abstract The purpose of this study was to explore a jigsaw type cooperative learning model in improving mathematics learning outcomes of third-grade elementary school students. This study uses a classroom action research method with a cycle system consisting of planning, implementation, observation, and reflection. The pre-cycle research data shows, of twenty-nine students, twenty people achieved a minimum mastery learning with a percentage of 68.9%. Cycle 1 data shows, twenty-two students achieved minimum mastery learning with a percentage of 75.8%. Cycle 2 data shows that twenty-five students achieved minimum mastery learning with a percentage of 86.2%. It can be concluded that the Jigsaw type cooperative learning model is proven to be able to improve mathematics learning outcomes of third-grade students on multiplication subjects in elementary school. Jigsaw also proved capable of improving both pedagogical content knowledge and verbal communication skills.