<![CDATA[This study aimed to examine the effect of the Jigsaw-type cooperative learning model on students’ difficulties in understanding Integrated Science and Social Studies (IPAS) material at the elementary school level. The subjects were 12 third-grade students. The research employed a quantitative approach using a one-group pretest–posttest experimental design. Data were collected through pretest and posttest instruments administered before and after the implementation of the Jigsaw model. In addition, a learning difficulty questionnaire was distributed to identify students’ challenges during the learning process. Data were analyzed using descriptive and inferential statistics, including a t-test to determine significant differences between pretest and posttest results, as well as N-Gain analysis to measure effectiveness. The results showed an improvement in learning outcomes, with the mean score increasing from 38.5 (pretest) to 75.5 (posttest). The average N-Gain score was 56.53%, categorized as moderate. In conclusion, the Jigsaw cooperative learning model is effective in improving students’ understanding and reducing learning difficulties, particularly in IPAS learning for third-grade elementary students.]]>
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