@article{Mualifah_Su’ad_Murtono_2022, title={The Influence of Jigsaw and Mind Mapping of Cooperative Learning Model on Students’ Natural Science Learning Outcomes at Demak District Elementary School}, volume={1}, url={https://ejicccm.com/index.php/icccmjssh/article/view/52}, DOI={10.53797/icccmjssh.v1.sp.6.2022}, abstractNote={<p>1) There is an effect of the jigsaw-type cooperative learning model on the science learning outcomes of sixth graders in elementary school. Paired samples test the value of Sig. (2-tailed) obtained 0.000 &lt; 0.05, or t-count 16,428 &gt; t-table 1.97783, 2) There is an effect of the mind mapping learning model on science learning outcomes of fourth-grade students in elementary schools, based on the paired samples test, the value of Sig. (2-tailed) obtained 0.000 &lt;0.05 or t-count 8.609 &gt; t-table 1.68957, 3) There is a difference in the effect of the jigsaw cooperative learning model and mind mapping on the science learning outcomes of grade VI students in elementary schools based on the paired samples test. The influence of the jigsaw learning model on learning outcomes is 26.22. The influence of the mind mapping learning model is 21.23. Also, the N-Gain test obtained mean value results of post-test experiment 1 of 90.22 and post-test of experiment 2 of 84.44. In conclusion, the jigsaw cooperative learning model is more effective than the mind mapping learning model.</p>}, journal={ICCCM Journal of Social Sciences and Humanities }, author={Mualifah and Su’ad and Murtono}, year={2022}, month={Sep.}, pages={31–38} }