The Application of the Buzz Group Discussion-Based Jigsaw Model to Enhance Elementary School Students’ Learning Engagement in Integrated Science Lessons
DOI:
https://doi.org/10.58258/6x42n398Abstract
Student engagement is one of the key factors in the success of learning in Natural and Social Sciences (IPAS). This study aims to analyze the differences in and improvements to student engagement after the implementation of the Buzz Group-style discussion-based Jigsaw learning model. The study employed a quantitative approach with a pre experimental design in the form of a one-group pretest-posttest design. The sample consisted of 29 fifth-grade students from Class 5B at SD IT Al-Akhyar, selected using purposive sampling. Data collection was conducted through learning engagement observation sheets, Likert-scale questionnaires, multiple-choice tests, and documentation. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and the N-Gain test with the aid of SPSS version 27. The results showed that the students’ average score increased from 44.28 on the pretest to 71.86 on the posttest. The results of the paired-samples t-test yielded a significance value of p < 0.001, indicating a significant difference between the conditions before and after the implementation of the learning model. The average N-Gain score for the pretest-posttest was 0.5010, while the N-Gain for learning engagement based on observation was 0.3300. Both values fall into the moderate category. Improvements were primarily observed in student engagement in performing tasks, problem-solving, asking questions, discussing, and assessing their own abilities. Thus, the discussion-based Jigsaw learning model of the Buzz Group type can enhance student learning engagement in IPAS instruction, although the improvement is not yet optimal and is not evenly distributed across all indicators.References
Adha, M. J., Aryani, Z., Ardi, R. S., & Husni, Y. (2025). Peningkatan Hasil Belajar Ilmu Pengetahuan Alam dan Sosial ( IPAS ) Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw di Kelas V SD Negeri 133 / III Pondok Siguang. Gudang Jurnal Multidisiplin Ilmu, 3(1), 325–331. https://doi.org/https://doi.org/10.59435/gjmi.v3i1.1251
Aditama, Y., Bella, A., Kamilah, A., & Agustin, N. (2025). Analisis Keaktifan Belajar Siswa melalui Model Project Based Learning dalam Pembelajaran IPA Institut Agama Islam Nahdlatul Ulama Tuban Journal of Elementary Education, https://doi.org/https://doi.org/10.54298/tarunateach.v2i2.456
Aisah, D., Ismaya, E. A., & Bakhruddin, A. (2023). MENINGKATKAN HASIL BELAJAR SISWA KELAS IV SD MELALUI PENERAPAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA MONOGAYA (pp. 1190–1200).
Anitra, R. (2021). Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Matematika di Sekolah Dasar. Jurnal Pendidikan Dasar Indonesia, 6(1), 8–12.
Aprillia, P., Ratnasari, Y., & Fakhriyah, F. (2026). EFEKTIVITAS MODEL TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA KARTU BENAM DALAM MENINGKATKAN MINAT BELAJAR IPAS SISWA KELAS III SDN 1 GETAS PEJATEN.
Jurnal Pendidikan Dasar Pekhasa, 12(April), 103–116.
Ardiyanti, H., Ismaya, E. A., & Setiawan, D. (2021). PENINGKATAN HASIL BELAJAR SISWA SEKOLAH DASAR DENGAN PENERAPAN MODEL STAD ( STUDENT TEAM ACHIEVEMENT DIVISION ) BERBANTUAN MEDIA PUZZLE. Jurnal Ilmiah Pendidikan, 2(1), 29–33.
Bidari, Y. E., Dewi, G. K., & Andjariani, E. W. (2021). Pengaruh Metode NHT Dengan Pendekatan Sanitifik Pada Subtema Hidup Bersih Dan Sehat Di Rumah Terhadap Hasil Dan Keaktifan Belajar Siswa Kelas II Sekolah Dasar. Jurnal Primary : Kajian Ilmu Pendidikan Dasar Dan Humaniora, 2(1), 1–11.
Dyan Yuliana, O. A. W. P. (2021). Pengaruh Penggunaan Digital Storytelling Terhadap Hasil Belajar. Jurnal Informatika Dan Teknologi Pendidikan, 1(1), 36 46. https://doi.org/10.25008/jitp.v1i1.7
Febiyanti, S., Adri, H. T., & Indra, S. (2024). Analisis Implementasi Model Pembelajaran Project Based Learning Pada Keaktifan Belajar IPA Siswa Kelas Iv Sekolah Dasar Sdn Babakan Madang 05. Karya Ilmiah Mahasiswa Bertauhid, 3(8), 9116–9125.
Hidayati, S., Jatmiko, A., & Negara, H. S. (2025). Metode Buzz Group Terhadap Hasil Dan Keaktifan Belajar : Analisis Sistematis Literatur Review Di Sekolah Dasar. Jurnal Sosial Humaniora Dan Pendidikan, 4(2), 374–384. https://doi.org/https://doi.org/10.55606/inovasi.v4i2.4093
Kamza, M., & Lestari, A. I. (2021). Pengaruh Metode Pembelajaran Diskusi dengan Tipe Buzz Group terhadap Keaktifan Belajar Siswa pada Mata Pelajaran IPS. Jurnal Basicedu, 5(5), 4120–4126.
Katarina, L., Ertin, N., Bunga, Y. N., & Galis, R. (2021). Pengaruh Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) dan Jigsaw Terhadap Keaktifan dan Hasil Belajar Kognitif Siswa Pada Materi Keanekaragaman Hayati Kelas X SMA N 2 Maumere Lusia. Spizaetus: Jurnal Biologi Dan Pendidikan Biologi, 2(3). https://doi.org/https://doi.org/10.55241/spibio.v2i3.38
Lestari, S., Ratnasari, Y., & Zuliana, E. (2025). EFEKTIVITAS PENERAPAN METODE
EKSPERIMEN TERHADAP HASIL BELAJAR IPAS MATERI WUJUD ZAT DAN PERUBAHANNYA. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(03), 350–361.
https://doi.org/https://doi.org/10.23969/jp.v10i03.29481
Mahmudah, I., Z, R. H., & Mahendra, H. H. (2022). Meningkatkan Keaktifan Belajar Pada Siswa Kelas Va Menggunakan Model Pembelajaran Kooperatif. Jurnal Sekolah Dasar, 2(2), 46–56.
Mauizdati, N., Nurkholipah, I., & Group, M. B. (2021). Pengaruh Penggunaan Metode Buzz Grup Terhadap Peningkatan Hasil Belajar Siswa Kelas IV Mata Pelajaran Matematika. IBTIDA’, 02(02), 106–116. https://doi.org/https://doi.org/10.37850/ibtida’
Maulidiya, Martati, B., & Putra, D. A. (2023). Analisis Penggunaan Model Pembelajaran Kolaboratif Tipe Buzz Group Dalam Peningkatan Keaktifan Siswa SD. Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 7(1), 393–400. https://doi.org/10.35931/am.v7i1.1882
Nadia, T., Erik, S., Ismaya, A., & Ermawati, D. (2023). PENERAPAN MODEL JIGSAW
BERBANTUAN MEDIA POWTOON DALAM SISWA KELAS V SDN SIDOMULYO 1. Pendas : Jurnal Ilmiah Pendidikan Dasar, 08(01), 3203–3209.
Nafisyah, L., Nabella, Y., Rahmawati, D. L., Inayati, S. F., Ratnasari, Y., & Zuliana, E. (2026). ANALISIS KEAKTIFAN BELAJAR MELALUI MODEL PROJECT BASED LEARNING (PJBL) PADA. Journal of Islamic Primary Educatioan, 7(1), 80–94. https://doi.org/https://doi.org/10.51875/jispe.v7i01.1355
Naila, P., Mubin, N., Ismaya, E. A., & Kironoratri, L. (2025). Penerapan Model Pembelajaran Kooperatif Type Jigsaw dan Media Kartu Bergambar untuk Meningkatkan Keterampilan Menulis Puisi CJPE: Cokroaminoto Juornal of Primary Education, 8(1), 246–255.
https://doi.org/https://doi.org/10.30605/cjpe.8.1.2025.5511
Nisa, S. K., Pratiwi, I. A., & Ismaya, E. A. (2020). Penerapan Model Group Investigation Berbantuan Media Puzzle untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar. Lectura: Jurnal Pendidikan, 11(2), 211–224.
Normaya, Dewi, M. (2023). Meningkatkan Aktivitas Belajar Dan Keterampilan Berpikir Kritis Menggunakan Kombinasi Model Problem Based Learning Dan Pendekatan Tpack Pada Muatan IPA Siswa Sekolah Dasar. Jurnal Pendidikan Sosial Dan Konseling, 1(3), 652–659. https://doi.org/https://doi.org/10.47233/jpdsk.v1i2.15
Novita, D., Ratnasari, Y., Kironoratri, L., Kudus, U. M., Kudus, U. M., Kudus, U. M., Card, F., & Belajar, A. (2019). PENERAPAN MODEL PBL BERBANTUAN FLASH CARD UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA KELAS IV SD. Jurnal Pengembangan Pendidikan Dasar, 8(2), 209–219. https://doi.org/https://doi.org/10.36379/autentik.v8i2.525
Payon, F. F., Andrian, D., & Mardikarini, S. (2021). Faktor Yang Memperngaruhi Keaktifan Belajar Peserta Didik Kelas III SD. Jurnal Ilmiah Kontekstual, 2(02), 53 60.
Pinasthika, R. P., & Kaltsum, H. U. (2022). Analisis Penggunaan Metode Eksperimen pada Pembelajaran IPA di Sekolah Dasar Rentah. Jurnal Basicedu, 6(4), 6558–6566.
Rosita, E., Hidayat, W., & Yuliani, W. (2021). Uji validitas dan reliabilitas kuesioner perilaku prososial. Kajian Bimbingan & Konseling Dalam Pendidikan, 4(4), 279–284. https://doi.org/10.22460/fokus.v4i4.7413
Saputro, I. C., & Radia, E. H. (2023). Peningkatan Keaktifan dan Hasil Belajar Matematika Melalui Model Pembelajaran Jigsaw Pada Siswa Sekolah Dasar. Jurnal Educatio, 9(3), 1198–1203. https://doi.org/10.31949/educatio.v9i3.5068
Sari, N. F., Fakhriyah, F., & Ratnasari, Y. (2025). Efektivitas Model Pembelajaran Kooperatif Tipe Think Pair Share Terhadap Hasil Belajar IPAS Siswa Sekolah Dasar Pendahuluan Pendidikan merupakan unsur penting dalam peningkatan kualitas sumber daya. CJPE : Cokroaminoto Juornal of Primary Education, 8(3), 1297–1310. https://doi.org/10.30605/cjpe.8.3.2025.6843
Sihite, L., Gaol, R. L., Simarsata, E. J., Ambarwati, N. F., Tarigan, P. S., & Silaban, P. J. (2025). Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Hasil Belajar IPAS Siswa Kelas IV UPT SD Negeri 006 Sosor Gonting. Jurnal Ilmiah Pendidikan Dasar, 10(2), 630–645.
Zuriatun Hasanah, A. S. H. (2021). Model Pembelajaran Kooperatif Dalam Menumbuhkan Keaktifan Belajar Jurnal Studi Kemahasiswaan, https://doi.org/https://doi.org/10.54437/irsyaduna.v1i1.236
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nisa Aulia Sari, Erik Aditia Ismaya, Yuni Ratnasari
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with JISIP (Jurnal Ilmu Sosial dan Pendidikan) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
