<![CDATA[This study aims to measure the effectiveness of the Jigsaw-type cooperative learning model in improving the mathematical problem-solving ability of fourth-grade students at SDN Rawamangun 12 Pagi on fraction material. The study was motivated by students' low ability in solving non-routine mathematical problems, partly caused by the abstract nature of mathematics and limited active engagement during learning. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart spiral model, consisting of planning, acting, observing, and reflecting, carried out across three cycles. The subjects were 28 fourth-grade (IV-E) students. Data were collected through observation, problem-solving tests, documentation, and field notes, then analyzed quantitatively and qualitatively. The results showed that classical learning completeness increased from 46.43% before the action to 64.29% in Cycle I, 78.50% in Cycle II, and 89.28% in Cycle III, while teacher and student activity reached 92% and 93%, respectively, in Cycle III, all exceeding the 85% success indicator. The Jigsaw model was proven effective in improving students' problem-solving ability and shifting the learning atmosphere to be more student-centered.]]>
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