This study examines the effectiveness of the Jigsaw strategy in improving the reading comprehension of eleventh-grade students at SMA 1 Tangse. The ability to comprehend written texts is a crucial competence for academic achievement. However, there are often notable discrepancies between urban and rural students in terms of their reading comprehension abilities, which can be attributed to disparities in the resources and teaching methodologies employed in these settings. The research employs a quantitative approach utilising a pre-test and post-test experimental design to facilitate a comparative analysis of the performance of the experimental and control groups. The findings demonstrate a notable enhancement in the experimental group's post-test scores (mean score: 82.37) in comparison to the control group (mean score: 39.45), thereby substantiating the effectiveness of the Jigsaw strategy. Furthermore, students feedback indicates increased engagement, confidence, and motivation when using this method. The study concludes that the Jigsaw strategy effectively enhances reading comprehension while fostering collaborative learning and student involvement. It is recommended that educators adopt this strategy for reading instruction and that its application be further explored in diverse learning contexts