<![CDATA[This study aims to examine whether the Jigsaw cooperative learning model can enhance students' active participation in social studies subjects. The underlying issue is the low level of student engagement in the classroom, such as hesitation to ask questions, lack of response to teacher prompts, and passive behavior during group discussions. A quantitative approach was employed using a pre-experimental design(nondesign), specifically the One Group Pretest-Posttest Design. A total of 31 seventh-grade students (class VII C) were selected as the sample through purposive sampling. The research instrument was a Likert-scale questionnaire that met validity and reliability standards. Since the post-treatment learning outcome data were not normally distributed, data analysis was conducted using descriptive statistics followed by the nonparametric Wilcoxon Signed Ranks Test. The results showed an increase in students' learning activity scores after the implementation of the Jigsaw model compared to baseline conditions. All students in the study experienced a rise in their scores. The Wilcoxon test confirmed a significant difference between pretest and posttest scores, leading to the acceptance of the research hypothesis. The contribution of the Jigsaw model to this change falls into the very large effect category. Therefore, it can be concluded that the Jigsaw cooperative learning model has a positive and significant influence on improving the learning activity of seventh-grade students in social studies.]]>
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