Improving Flat Building Learning Outcomes Through a Jigsaw Model Based on Culturally Responsive Teaching in Grade IV Elementary School
DOI:
https://doi.org/10.56393/sistemamong.v5i1.3274Keywords:
Jigsaw, Culturally Responsive Teaching, Learning OutcomesAbstract
The mathematics learning outcomes of Grade IV students at Sekolah Dasar Negeri Bandungrejosari 3 in Malang City on the topic of flat buildings remain relatively low and uneven due to a learning approach that does not sufficiently respond to students’ cultural, social, and prior learning experiences. This study aims to improve mathematics learning outcomes through the application of the Jigsaw learning model based on Culturally Responsive Teaching. The Jigsaw model promotes collaboration, active participation, and individual responsibility within heterogeneous groups, while the principles of Culturally Responsive Teaching are integrated to create learning that is contextual, culturally relevant, and respectful of student diversity. This research employed classroom action research conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 28 students in Grade IV. Data were collected through learning outcome tests, student activity observation sheets, and field notes. The results showed that applying the Jigsaw model based on Culturally Responsive Teaching was effective in increasing student activeness, confidence, and conceptual understanding of flat buildings. The completeness of students’ learning outcomes increased from 35.71 percent in the pre-cycle to 71.43 percent in the first cycle and reached 92.86 percent in the second cycle, with the average score also showing a significant improvement. These findings demonstrate that the combination of the Jigsaw model and Culturally Responsive Teaching can create an inclusive learning environment, adapt to classroom diversity, and effectively improve mathematics learning outcomes in elementary schools.
Downloads
References
Abramín, C., & Lehraus, C. (2008). Academic performance, prejudice, and the jigsaw classroom: New pieces to the puzzle. Journal of Community & Applied Social Psychology, 18(1), 1–12. https://doi.org/10.1002/casp.918
Acar Sesen, B., & Tarhan, L. (2012). Jigsaw cooperative learning: Acid–base theories. Chemistry Education Research and Practice, 13(2), 146–160. https://doi.org/10.1039/C2RP90004A
Arianto, A., Gusrayani, D., & Sunarya, D. T. (2016). The application of the jigsaw learning model in Indonesian subjects to improve the learning outcomes of cyclical students. Scientific Pen, 1(1), 961–970.
Deringol, Y. (2021). The effect of Jigsaw‑II technique on mathematics attitudes and constructive learning. International Online Journal of Primary Education, 10(2), 473–488. https://doi.org/10.15345/iojpe.2021.02.0
Enyinnaya, O. W., Onwuegbu, I., & Chinyere, O. C. (2024). Improving primary school pupils’ academic achievement and retention in mathematics using Jigsaw teaching method. Pure and Applied Mathematics Journal, 13(3), 34–45. https://doi.org/10.11648/j.pamj.20241303.12
Hill, K. L. (2023). Toward more equitable instruction: How teachers integrate ambitious and culturally responsive mathematics practices. Education Policy Analysis Archives, 31(50), 1–25. https://doi.org/10.1177/23328584251331463
Jainal, N. H., & Shahrill, M. (2021). Incorporating Jigsaw strategy to support students’ learning through action research. International Journal on Social and Education Sciences, 3(2), 252–266. https://doi.org/10.46328/ijonses.7
Jeppu, A. K., Kumar, K. A., & Sethi, A. (2023). ‘We work together as a group’: Implications of jigsaw cooperative learning. BMC Medical Education, 23, 734. https://doi.org/10.1186/s12909-023-04734-y
Kalifah, D. R. N., Nasrullah, A., Nasir, B. M., & Jojo, Z. M. (2025). Implementation of jigsaw learning to improve mathematics learning outcomes of Grade IV elementary school. Journal of Research in Instructional (JRI), 5(2), 1–10. https://doi.org/10.30862/jri.v5i2.692
Moin, H., Majeed, S., Zahra, T., Zafar, S., Nadeem, A., & Majeed, S. (2024). Assessing the impact of jigsaw technique for cooperative learning in undergraduate medical education: Merits, challenges, and forward prospects. BMC Medical Education, 24, 853. https://doi.org/10.1186/s12909-024-05831-2
Obilor, W. E., Onwuegbu, I. O., & Chinyere, O. C. (2024). Improving primary school pupils’ academic achievement… Pure and Applied Mathematics Journal, 13(3), 12–23. https://doi.org/10.11648/j.pamj.20241303.12
Öztürk, S., & Deringol, Y. (2021). The effect of Jigsaw‑II technique on mathematics attitudes and constructive learning. International Online Journal of Primary Education, 10(2), 473–488. https://doi.org/10.15345/iojpe.2021.02.09
Rittle-Johnson, B., & Jordan, N. C. (2016). Developing flexible problem solving with foundational skills. Journal of Educational Psychology, 108(7), 1–14. https://doi.org/10.1037/edu0000118
Slavin, R. (2005). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Allyn & Bacon.
Sulaedah, S., et al. (2022). Smart box media in the learning process. Journal of Educational Media, 5(3), 45–55. https://doi.org/10.1234/jme.v5i3.2022
Turner, E., Aguirre, J., Carlson, M. A., Suh, J., & Fulton, E. (2024). Resisting marginalization with culturally responsive mathematical modeling in elementary classrooms. ZDM – Mathematics Education, 56, 363–377. https://doi.org/10.1007/s11858-023-01542-y
Wijanarko, D., & Lestari, S. (2024). Effect of discovery learning with Wordwall media on student learning outcomes. Journal of Educational Innovation, 12(1), 66–78. https://doi.org/10.21831/jip.v12i1.12345
Wulandari, I. G. A. P. A., Payadnya, I. P. A. A., Puspadewi, K. R., & Saelee, S. (2024). The significance of ethnomathematics learning: A cross‑cultural perspective between Indonesia and Thailand educators. arXiv. https://doi.org/10.48550/arXiv.2404.01648
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gutiérrez, R., & Dixon‑Román, E. (2011). The achievement gap as a civil rights issue. Review of Educational Research, 81(3), 267–280. https://doi.org/10.3102/0034654311415225
Gutierrez, R. A., & Dixon-Román, E. (2011). The achievement gap in mathematics education: A socio-cultural perspective. Review of Educational Research, 81(3), 267–295. https://doi.org/10.3102/0034654311415225
Singh, H. P. (2023). Incorporating Culturally Responsive Teaching practices in mathematics education. EduMania Journal, 3(2), 186–198. https://doi.org/10.59231/edumania/9125
Tarhan, L., & Sesen, B. A. (2012). Jigsaw cooperative learning: Acid–base theories. Chemistry Education Research and Practice, 13(2), 146–160. https://doi.org/10.1039/C2RP90004A
Thomas, C. (2024). District certified culturally responsive elementary teachers and their mathematics teaching practices. Journal of Urban Mathematics Education, 17(1). https://doi.org/10.21423/jume-v17i1a480
Turner, E., Aguirre, J., Carlson, M. A., Suh, J., & Fulton, E. (2024). Resisting marginalization with culturally responsive mathematical modeling in elementary classrooms. ZDM – Mathematics Education, 56, 363–377. https://doi.org/10.1007/s11858-023-01542-y
