<![CDATA[This study is a classroom action research (CAR) aimed at improving students' learning activeness through the implementation of the Jigsaw cooperative learning model on simile, metaphor, and repetition figurative-language materials in class VIII A of SMP Negeri 17 Malang, academic year 2025/2026. The subjects were 32 students, consisting of 14 male and 18 female students. The study was motivated by the low level of student activeness, indicated by reluctance to ask questions, hesitation to answer individually, and limited willingness to express opinions during the learning process. The research was conducted in two cycles, each comprising planning, action, observation, and reflection stages, following the Kemmis and McTaggart model. Data were collected through observation sheets measuring three indicators of activeness asking questions, answering questions, and expressing opinions and analyzed descriptively using percentages. The results showed a significant increase across cycles. In the pre-cycle, only 15.63% of students actively asked questions, 18.75% answered questions, and 9.38% expressed opinions. After Cycle I, these figures rose to 43.75%, 46.88%, and 25.00%, respectively. Following improvements in Cycle II including explicit role assignment and mandatory inter-group questioning activeness increased substantially to 93.75%, 87.50%, and 81.25%, exceeding the success criterion of 76%. The study concludes that the Jigsaw cooperative learning model effectively enhances students' learning activeness, collaboration, and communication skills in Bahasa Indonesia instruction]]>
Copyrights © 2026
