<![CDATA[This study aims to determine the effectiveness of the Jigsaw learning method in improving students' critical thinking skills in mathematics, specifically on the Pythagorean Theorem topic. A quantitative approach with a quasi-experimental Pretest-Posttest Control Group Design was employed. The sample consisted of 28 students of class VIII A (experimental group) and 24 students of class VIII B (control group) from MTs Al Amiriyyah selected through purposive sampling. Research instruments including the Lesson Plan, Student Activity Sheets, and pretest/posttest questions were validated by four expert validators using Aiken's V formula, all with high and very high criteria. Reliability testing using Cronbach's Alpha produced a coefficient of 0.863. Data analysis used N-Gain tests, Shapiro-Wilk normality tests, Levene homogeneity tests, and t-tests for hypothesis testing. Results showed the experimental class mean N-Gain of 0.4057 (medium category) was higher than the control class mean of 0.2388 (low category). Hypothesis testing yielded a significance value of 0.000 < 0.05, indicating a significant difference between the two groups. The experimental class posttest mean (11.61) was higher than the control class (8.25). Observation results showed 60.7% of experimental class students achieved the Very Good category. It can be concluded that the Jigsaw cooperative learning model is effective in improving students' critical thinking skills in mathematics.]]>
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