Abstract

This research examines the impact of the online collaborative jigsaw (OCJ) strategy on developing sociological imagination skills in high school students, considering the role of online learning readiness (OLR). Conducted at a boarding school in Indonesia, the study employs a quasi-experimental design with 128 tenth-grade students divided into experimental and control groups. The experimental group engaged in OCJ, while the control group participated in online discussions. Specifically, the p value of the results was less than 0.05, indicating strong evidence against the null hypothesis. The study emphasizes the critical role of OLR in maximizing the benefits of online collaborative learning, with students exhibiting higher OLR levels demonstrating significantly better sociological imagination skills. Despite the lack of a significant interaction effect between OCJ and OLR, the study underscores the effectiveness of OCJ in enhancing critical thinking and social awareness in sociology. The findings highlight the potential of combining collaborative learning strategies with online platforms to foster deeper understanding and engagement among students.