<![CDATA[This study was motivated by the low level of student cooperation in social studies learning on the material of socio-cultural diversity in Indonesia among fifth-grade elementary school students. Most students were still passive during group discussions, depended on the teacher, and showed low participation in collaborative learning activities. This research aimed to describe the implementation of the cooperative learning model of the jigsaw type in improving student cooperation in social studies learning. This study employed a qualitative research approach conducted at SDN 09 Saruaso involving 15 fifth-grade students. Data were collected through observation, interviews, and documentation. The results showed that the implementation of the jigsaw cooperative learning model was able to improve students’ cooperation skills. Students became more active in discussions, more confident in expressing opinions, more responsible in completing group tasks, and more willing to help their peers. The classroom atmosphere also became more active, communicative, and enjoyable during the learning process. Although several obstacles were found at the beginning of the implementation, such as students being confused with the learning steps and lacking confidence, these challenges could gradually be overcome through teacher guidance and group learning activities. Therefore, the jigsaw cooperative learning model can be used as an effective alternative learning model to improve students’ cooperation skills in social studies learning at the elementary school level.]]>
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