<![CDATA[Addressing sensitive biological concepts, such as human reproduction, frequently generates high cognitive load and socio-emotional anxiety among secondary students, obstructing conceptual mastery and participation. This study evaluated the pedagogical efficacy of Jigsaw cooperative learning in mitigating cognitive load and fostering multi-dimensional engagement among eleventh-grade biology students (N=64). Utilizing an intact cluster quasi-experimental pretest-posttest control group design, two classes were assigned to Jigsaw-mediated peer instruction or conventional direct instruction. Analysis of Covariance (ANCOVA), controlling for baseline variance, revealed a statistically significant treatment effect on posttest achievement, F(1,61)=19.45, p<.001, partial η^2=.242, with a strong standardized effect size ("Cohen’s " d=1.11). The Jigsaw cohort demonstrated higher adjusted posttest means (M=80.82, SD=8.81) than the control group (M=70.93, SD=8.88), driven by marked gains in higher-order cognitive domains (C4–C6). Multi-observer fidelity tracking using Diedrich’s framework (κ=.88) confirmed high active engagement across visual, oral, mental, and emotional dimensions (90–95%), though motor activity (80%) was constrained by classroom physical architecture. Grounded in Sweller’s Cognitive Load Theory and Vygotsky’s Zone of Proximal Development, findings demonstrate that Jigsaw’s dual-group architecture redistributes working memory load and alleviates socio-psychological anxiety, offering strong empirical support for peer-assisted learning frameworks in biology curricula.]]>
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