<![CDATA[This study aims to determine students’ mastery of geographical concepts through the implementation of the Jigsaw cooperative learning model on the topic of Geographical Material Objects in Grade X of SMA Negeri 1 Lembah Melintang and to examine the effect of the Jigsaw cooperative learning model on students’ geographical concept mastery. Geographical concept mastery was analyzed based on students’ understanding of fundamental geographical concepts, including location, distance, pattern, interaction, and area differentiation.This research employed a quantitative approach using a Quasi-Experimental Design with a Pretest–Posttest Control Group Design. The population consisted of all Grade X students of SMA Negeri 1 Lembah Melintang, totaling 136 students. The sample comprised 68 students selected through purposive sampling, with Class X.E4 serving as the experimental group and Class X.E3 as the control group. Data were collected using geographical concept mastery tests consisting of multiple-choice and essay questions that had been tested for validity and reliability. The data were analyzed using normality tests, homogeneity tests, Paired Sample t-Tests, and Independent Sample t-Tests with the assistance of IBM SPSS Statistics 29.The results indicate that students’ geographical concept mastery in the experimental class improved after the implementation of the Jigsaw cooperative learning model. This improvement is reflected in the increase in the mean pretest score from 61.24 to a mean posttest score of 89.82. The hypothesis testing results using the Independent Sample t-Test revealed a significance value (2-tailed) of 0.000, which is lower than 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. These findings demonstrate that the implementation of the Jigsaw cooperative learning model has a significant effect on students’ geographical concept mastery of Geographical Material Objects in Grade X of SMA Negeri 1 Lembah Melintang.]]>
