<![CDATA[ABSTRACT Elementary social studies learning frequently struggles with passive classroom interactions. This qualitative case study aims to contextually analyze the implementation of a collaborative learning strategy using the Jigsaw technique in IPAS social studies content among fourth-grade students at SD Negeri 280811 Lawira. The empirical exploration involved five informants, namely the school principal, the fourth-grade teacher, and three students representing diverse participation levels, via non-participant observations, in-depth interviews, and documentation. Data were analyzed interactively employing the Miles, Huberman, and Saldaña framework. Field findings reveal that organizing the classroom into home and expert groups provides exploratory space for students to engage in discussions, execute peer-teaching roles, and foster shared responsibility. However, the collaborative dynamic remains constrained by psychological barriers such as nervousness, uneven individual participation, and limited discussion time. This study concludes that the Jigsaw technique fosters a more dynamic learning atmosphere, wherein its contribution to learning outcomes is understood qualitatively through perceived comprehension and classroom responsiveness, rather than as statistical evidence of quantitative improvement. ABSTRAK Interaksi instruksional yang searah masih menjadi tantangan mendasar dalam pembelajaran muatan sosial di tingkat sekolah dasar. Penelitian kualitatif studi kasus ini bertujuan menganalisis secara kontekstual penerapan strategi collaborative learning dengan teknik Jigsaw pada pembelajaran IPAS konten IPS siswa kelas IV SD Negeri 280811 Lawira. Pengungkapan fenomena kelas ini melibatkan lima informan, yaitu kepala sekolah, guru kelas IV, dan tiga orang siswa dengan representasi keaktifan yang berbeda, melalui observasi nonpartisipan, wawancara mendalam, serta dokumentasi. Olahan data dianalisis secara interaktif menggunakan kerangka Miles, Huberman, dan Saldaña. Temuan lapangan menunjukkan bahwa pengorganisasian kelas melalui skema kelompok asal dan kelompok ahli memberikan ruang eksplorasi bagi siswa untuk berdiskusi, mengeksekusi peran peer-teaching, dan membangun tanggung jawab bersama. Kendati demikian, efektivitas alur kolaborasi masih dibayangi oleh hambatan psikologis berupa rasa gugup, ketimpangan partisipasi individu, serta keterbatasan alokasi waktu diskusi. Penelitian ini menyimpulkan bahwa teknik Jigsaw mampu menstimulasi atmosfer belajar yang lebih dinamis, di mana kontribusinya terhadap hasil belajar dipahami secara kualitatif berdasarkan persepsi pemahaman dan responsif siswa di kelas, bukan sebagai bukti statistik atas peningkatan kuantitatif.]]>
