<![CDATA[This study investigated the effect of the Jigsaw cooperative learning model on football passing ability using a pre-experimental One-Group Pretest-Posttest design, in which 25 eighth-grade students selected through purposive sampling participated in 12 Jigsaw-based instructional sessions over ten weeks. Data were collected using a passing skill test assessing three technique phases — initial stance, foot-to-ball contact, and follow-through — and analysed through descriptive statistics, the Liliefors normality test, and a paired T-test (α = 0.05). The results showed a pretest mean of 20.3 (SD = 3.98; Var = 15.8) and a posttest mean of 34.2 (SD = 4.90; Var = 24.1), yielding a mean gain score of 13.92, with all distributions confirmed as normal (pretest: L = 0.821; posttest: L = 0.960; both exceeding L-table = 0.173). Hypothesis testing returned T-calc = 9.64, which exceeded T-table = 2.06, indicating a statistically significant improvement and confirming that the Jigsaw learning model effectively enhanced football passing ability, thus supporting the integration of cooperative learning strategies in physical education to promote active student engagement and multi-component skill mastery.]]>
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