<![CDATA[ABSTRACT Science learning at SMP Negeri 1 Hiliduho is still predominantly teacher-centered, resulting in limited student participation and the underdevelopment of students' creativity. This condition indicates the need for an instructional model that can encourage active participation and interaction among students. This study aims to determine the effect of the Jigsaw cooperative learning model on the creativity of eighth-grade students in science learning. The research employed a quasi-experimental method with a nonequivalent posttest-only control group design. The sample consisted of 28 students in the experimental class and 25 students in the control class selected through purposive sampling. The research instrument was a creativity test that had met validity and reliability criteria. Data were collected through tests and documentation and analyzed using normality tests, homogeneity tests, and an independent t-test. The results showed that the average posttest score of the experimental class was higher than that of the control class, and the difference was statistically significant. These findings indicate that the implementation of the Jigsaw cooperative learning model can enhance student interaction, increase active participation, and develop students' creative thinking skills in science learning. Therefore, the Jigsaw cooperative learning model has an effect on improving students' creativity. ABSTRAK Pembelajaran IPA di SMP Negeri 1 Hiliduho masih cenderung berpusat pada guru sehingga keterlibatan siswa dalam proses belajar relatif rendah dan kreativitas siswa belum berkembang secara optimal. Kondisi tersebut menunjukkan perlunya penerapan model pembelajaran yang mampu mendorong partisipasi aktif dan interaksi antarsiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap kreativitas siswa kelas VIII dalam pembelajaran IPA. Penelitian ini menggunakan metode eksperimen semu dengan desain nonequivalent posttest-only control group design. Sampel penelitian terdiri atas 28 siswa pada kelas eksperimen dan 25 siswa pada kelas kontrol yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa tes kreativitas yang telah memenuhi kriteria validitas dan reliabilitas. Data dikumpulkan melalui tes dan dokumentasi, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, dan uji-t independen. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol dan perbedaan tersebut signifikan secara statistik. Temuan ini menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Jigsaw mampu meningkatkan interaksi, partisipasi aktif, serta kemampuan berpikir kreatif siswa dalam pembelajaran IPA. Dengan demikian, model pembelajaran kooperatif tipe Jigsaw berpengaruh terhadap peningkatan kreativitas siswa.]]>
