Developing Student Leadership Through the Jigsaw Cooperative Learning Model in Fiqh

The quality of education in Indonesia was in the worst position in Asian from 12 countries surveyed in 2010 by PERC, so more efforts by teachers are needed to improve the quality of education. One of the efforts is through the application of good and appropriate learning models to the characteristics of subjects. This study aimed to determine the achievement of learning outcomes of heat transfer subject of students of class VII6 SMP Negeri 2 Ambon through application of a contextual approach in Jigsaw type cooperative learning model. This research was a quantitative descriptive, with 40 students. This study found that the average score of initial achievement was 29.22 (failed qualification). While during the learning process with Jigsaw cooperative learning model, the average cognitive achievement was 83.34 (good qualification), affective was 82.66 (good qualification), and psychomotor was 88.75 (good qualification). While there were formative test results obtained the average achievement score was 74.77 (sufficient qualification), and the average of the final score was 81.71 (good qualification). It can be concluded that the learning process by applying a contextual approach in Jigsaw type cooperative learning model was proven to help students in achieving the learning outcomes of heat transfer subject.

This study was conducted to compare the effectiveness of cooperative learning on mathematics anxiety, attitudes towards mathematics, and mathematics performance of the 12th-class Private school students of Herat City by using a quasi-experimental study. The statistical population included 650 individuals who were all high school students. 40 individuals were selected in two 20-individual groups by the multistage cluster random sampling method. The Math Anxiety Scale (Baloglu & Zelhart, 2007), the Mathematics Attitude Scale (Fennema-Sherman, 2000), and teacher-made tests of mathematics academic performance were used to collect data. The Jigsaw cooperative learning model was used to monitor the effectiveness of the presence or absence of cooperative learning, and the data were analyzed using SPSS software and one-way covariance analysis (ANOVA). In this study, three hypotheses were formulated, and their results indicated that there is a significant difference between the Jigsaw cooperative and traditional learning models in terms of math anxiety, attitudes towards math, and mathematics performance of the 12th-class Private school students of Herat City. It is concluded that the Jigsaw cooperative learning model can be used as one of the effective methods in schools to reduce mathematics anxiety, foster a positive attitude towards mathematics, and enhance the 12th-class Private school students’ mathematics performance.

The aim of this research is 1. To find out how the application of Jigsaw type cooperation learning models in Sociology subject in Senior High School. 2 To find out how the Jigsaw Cooperation Learning Models in improving students learning outcomes. The method used in this analysis is a journal review. Data sources are obtained from several journals regarding jigsaw type cooperative learning models by reviewing jigsaw. Journal review is making analysis and making a critical and in-depth synthesis of these journals. Based on the results of the analysis it can be concluded that the application of the learning model by forming an origin group and an expert group can have a positive influence on increased learning outcomes. Jigsaw type cooperative learning models in improving student learning outcomes can be pursued through improving students’ reasoning abilities as well as increasing students learning activities by helping students to be more active in learning and take responsibility for the material being studied and improve communication skills.

Despite numerous recent events that have cast collegiate Black Greek-letter organizations (BGOs) in negative light, many view these and other organizations as important leadership development vehicles. This article reports on study that examined impact of BGO membership on Black students' involvement in campus-related activities and their leadership development. BGO members and unaffiliated with BGOs attending historically Black and predominantly White institutions of higher education were compared. The results indicate that BGO members, regardless of campus type, evidenced greater student involvement and had more confidence in their leadership skills. They further suggest that BGO membership provides an important means by which to enhance student involvement and leadership development for Blacks in college and beyond. Early leadership experiences provide individuals with tools they need to succeed academically, in workforce, and in other social arenas. Leadership development during collegiate years has been widely studied to determine best methods of enhancing students' leadership skills, and differential processes by which those skills are developed or impeded within various types of student groups (Pascarella & Terenzini, 1991). Despite this broad scrutiny, student leaders remain an understudied component of collegiate population. Research studies variously identify them as student government officers, fraternity and sorority presidents, or residence hall advisors (Pascarella & Terenzini, 1991; Schuh & Laverty, 1983); but conclusive evidence does not exist with regard to how or if these organizations produce leaders. Nor it is clear extent to which collegiate experiences advance students' leadership capabilities, for, as Pascarella and Terenzini argue, without an understanding of students' experiences prior to college, understanding what they have learned in college is difficult if not impossible. What is clear from literature, however, is that concept of student involvement is key to understanding student leadership. Astin (1984, 1985, 1993), who has authored much of literature on this concept and its importance in higher education, defines student involvement as the amount of physical and psychological energy that student devotes to academic experience (Astin, 1984 p. 297). He further notes that a highly involved student is one who, for example, devotes considerable energy to studying, spends lot of time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students (p. 297). Some of results of this involvement, Astin concludes, are greater academic success, lower dropout rates, and development and enhancement of leadership skills. Though much-maligned on many contemporary campuses in United States, Greek-- letter organizations traditionally have been identified as key players in development of leadership skills among college students. As Horowitz (1987) points out, fraternities and sororities have produced some of academe's most visible college leaders. Other researchers have argued that these organizations facilitate perpetual cycle that creates leadership opportunities for their own members while excluding others from similar opportunities (Horowitz, 1987; Shaffer, 1983). Still others insist that through Greek experience, learn how to lead by following excellent role models found within their chapters, and gain additional leadership experiences and skills within their individual chapters and larger community (Hughes & Winston, 1987). Among African Americans, two student collegiate groups-Black student organizations and historically Black Greek-letter organizations (BGOs)-have been found to be benefactors of leadership experiences unique to their cultures and to create unique leadership opportunities for their members (Sedlacek, 1987). …

<p>Cooperative learning model Jigsaw which collaborated with lesson study is one of the strategies used to stimulate the students’ participation in the learning process, especially in solving and explaining each answer of problems given by the teacher so that the learning process is not only centered on the teacher but also the students. The purposes of this research are to: (1) determine the application of the appropriate steps in order to increase students’ participation and students’ learning outcome through Jigsaw cooperative learning model with lesson study; (2) to know the improvement of students’ participation and students’ learning outcome for the Engineering Mechanics subject of grade X of state SMK in Sukoharjo through the implementation of Jigsaw cooperative learning model with lesson study. This research is a classroom action research which conducted in three cycles.</p><p>The results showed that: (1) there was appropriate application of steps in improving the students’ participation and students’ learning outcome in accordance with the Jigsaw cooperative learning model through lesson study; (2) students became more active in participating in grade, such as asking, giving opinion, and discussion. The percentage of completeness of students’ learning outcome in the cognitive area of pre-cycle was 30%, 64.71% in the first cycle, 79.41% in the second cycle, and 82.35% in the third cycle. Then, in term of students’ learning outcome in the affective area, most students were predicated Very Good and Good. Next, the percentage of completeness student learning outcome in the pre-cycle of psychomotor was 26.67%, 61.76% in the first cycle, 79.41% in the second cycle, and 85.29% in the third cycle. From this analysis, it can be concluded that the implementation of Jigsaw cooperative model through lesson study with appropriate steps has succesfully increased the students’ participation and students’ learning outcome of grade X of state SMK in Sukoharjo on the subjects of Engineering Mechanics.</p>

The aim of this study was to determine the level to which ‎master's students at the College of Education at Qassim ‎University possessed the management and leadership skills ‎required by the labor market. The study also sought to ‎determine whether there are distinctions in the availability of ‎these skills based on the age, gender and employment status of ‎the sample participants. The descriptive survey method to ‎achieve the goal of the study and to answer its questions ‎centered on identifying the level of availability of management ‎and leadership skills among male and female graduate students ‎at the master's level while revealing whether there are ‎statistically significant differences due to the variable gender, ‎functional status and age. The population of the study included ‎‎327 male and female students from Qassim University's ‎College of Education across all fields. The basic research ‎sample included 102 master's students from Qassim ‎University's College of Education who were chosen at random ‎using the cluster approach. The study's findings revealed that ‎while graduate students had a high level of availability of ‎leadership and management skills, male employees aged 35 and ‎up had a slightly higher level of availability of management and ‎leadership skills than other groups. This distinction is not ‎statistically significant and it could be attributed to the level of ‎statistical effect for each variable (statistical power) and to the ‎small sample size necessary to achieve that statistical effect. The ‎study recommends conducting a comparable study, but on a ‎larger scale, for graduate students across the Kingdom of Saudi ‎Arabia. The study also recommends that during the university ‎stage, students' leadership and management skills be developed ‎and that they be encouraged to volunteer so that they can apply ‎what they have learned in the theoretical aspect of leadership ‎and management skills.‎ ‎(Keywords: Management Skills, Ladership Skills, Student ‎Leadership, Labor Market Skills, Professional Development)‎

This study aims to produce a Learning Implementation Plan (RPP) using the Jigsaw Cooperative Learning model in grade V Elementary School (SD) which is feasible in the learning process in the classroom. This study is a Research and Development (R&D) research by modifying the 4-D model. However, this research was only carried out until the third stage, namely Definition, Design and Development. Validation is carried out by learning design experts, learning material experts and language experts. The lesson plans developed were given scores and responses by 8 SD Negeri Bengkulu City teachers to assess the products developed from the presentation and material aspects. The research subject was a grade V teacher at SDN Kota Bengkulu. The data analysis technique uses descriptive statistical analysis of the results of expert validation assessments and teacher responses as well as qualitative descriptive analysis of comments from expert validation and teacher responses. This study produces a Teaching Implementation Plan (RPP) model using the Jigsaw Cooperative Learning model with validation assessments from 3 experts with an average of 91.63 with a very good category. The teacher's response was 92.03 with very good category. So, the research that has been carried out can be concluded that the lesson plan using the Jigsaw Cooperative Learning model in thematic learning in grade V SD can be categorized as a very good lesson plan and can be used in learning at school. Keywords: RPP, Development, Jigsaw Cooperative Learning, Thematic

The effectiveness of jigsaw type cooperative learning model is described by description, the result of learning mathematics taught by applying jigsaw type cooperative learning model on the subject of quadratic equation is in high category, whereas conventional learning is in medium category. Furthermore, the result of mathematics learning taught by applying jigsaw type cooperative learning model on the subject of two-variable linear equation system is in the high category whereas conventional learning on the subject of the system of linear equations of two variables is in the medium category. Jigsaw type cooperative learning model on the subject of quadratic equation is more effective than student learning outcomes taught by using conventional learning, as well as Jigsaw type cooperative learning model on the subject system of two linear equations is more effective than student learning outcomes are taught by using learning Conventional.

This study is based on the domains of self-efficacy and student leadership, laying the foundation for improving students' self-efficacy and leadership skills. The results show that students' depth of self-efficacy and leadership skills in classroom learning is enhanced, and their development efficiency is improved. Through descriptive correlational design and SPSS analysis of data from 377 students, it was found that students performed at a high level in dimensions of self-efficacy such as Mastery Experiences, Vicarious Experiences, Verbal Persuasion, as well as dimensions of leadership skills such as Leading by Example, Collaboratively Inspiring Vision, among others. To enhance students' self-efficacy and leadership skills, teachers should take relevant measures in teaching, such as not considering gender, age, and major as the main factors for evaluating leadership ability, emphasizing students' actual performance and leadership experience, helping students build confidence, and strengthening the cultivation of leadership experience.

Effective leadership has elements of emotional intelligence, namely self-awareness, self-management and social awareness. With this awareness, a leader's emotions are useful in directing the power of emotions to improve self-satisfaction, morale and motivation to get better results. Therefore, the background of this research is that emotional intelligence (EQ) influences students' leadership spirit. The purpose of this research is to determine emotional intelligence (EQ), to determine the leadership spirit of students and to determine the correlation between emotional intelligence (EQ) and the leadership spirit of students. This type of research is quantitative research using observation, questionnaire and documentation techniques. Meanwhile, to analyze the data using parametric inferential statistical analysis and percentage formulas. The results of this research show that students' emotional intelligence (EQ) is in the "good" category with a percentage of 89.5%, students' leadership skills are also "good" with a percentage of 87.6%, and there is a correlation between emotional intelligence (EQ) and soul. student leadership with calculated r value > r table.

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Introduction: In Pharmacy Diploma Program, mathematics is known as pharmaceutical mathematics. Due to the importance of pharmaceutical mathematics in practice, it is important to have a basic mathematical skill as a basis in calculations in pharmaceutical science. Therefore, it is necessary to create a lecturing condition that enables students more active in understanding the lessons. This research aims to describe the use of jigsaw cooperative learning model in the pharmacy mathematics lecture at the Pharmacy Academy of DWI Farma. Method: The learning method an appropriate method for this research's purpose is Classroom Action Research with Jigsaw cooperative learning model. This research consists of 2 cycles with planning, execution, observation and reflection. In this research, researchers directly, become the research’s perpetrators, seeks to improve the learning process with jigsaw cooperative learning model. Result: The Minimum completion criteria for pharmacy mathematics lecture is 75. Average learning outcomes in the cycle I is 70.73, then increase in cycle II in 75,07. Based on Cycle II, The minimum completion criteria for this course has been achieved. The positive effects Jigsaw cooperative learning model include active, creative, confident, enthusiastic, and happy to work together in a group. Conclusion: This research shows that increase in Activity and Learning Outcomes in Pharmacy Mathematics with Jigsaw cooperative learning model at Pharmacy Academy of DWI Farma can increase student learning activity in every cycle. Students become more active, creative, confident, enthusiastic, and happy to work together in a group.

Abstract—This study examines the benefits of NSS membership for Indian undergraduates at Anurag University. The Ministry of Youth Affairs and Sports founded the NSS in 1969 to promote student social welfare and civic responsibility via community service. The study examines how NSS activities affect students' civic responsibility, leadership, and community engagement. The mixed-methods study collected quantitative data through questionnaires and qualitative data through focus group discussions and student and program coordinator interviews. The quantitative research demonstrated significant increases in students' social awareness, community leadership confidence and volunteerism. Qualitative research showed that NSS activities made students more socially aware, confident and eager to help society. The study identifies that NSS improves students' civic responsibility, leadership and community engagement, according to the study. These findings can help optimize NSS programs for comprehensive student development and social progress. Keywords— National Service Scheme, Civic engagement, Student development, Leadership skills, Community service in education, Mixed-method research

Based on the observations that have been done in SMPN 4 researchers concluded lace Pasaman pembelajaran results due to the lack of effective student learning model used by the teacher in the learning process. To the researchers as a classroom teacher conducts research on cooperative learning model jigsaw on learning outcomes. This research is a classroom action research. The procedure in this research include planning, action, observation and reflection. The study consisted of two cycles of the four meetings. Subject of the study consisted of 23 students. Data were collected by using observation sheet. Data were analyzed using percentages. Based on the analysis of research data that has been presented during two cycles and the results of the entire discussion, it can be concluded that cooperative learning model Jigsaw can improve the quality of teaching Civics and cooperative learning model Jigsaw has a positive impact in improving student learning outcomes characterized by increased mastery learning students in each cycle, the first cycle (68.18%), and the second cycle (90.91%).

This study aims to: 1). Analyze the differences in students’ learning activities between the implementation of the cooperative learning model Jigsaw and the Direct Instruction model in the kebaya pattern-making competency of Phase F students at SMKN 8 Surabaya. 2). Analyze the differences in students’ learning outcomes between the cooperative learning model Jigsaw and the Direct Instruction model in the kebaya pattern-making competency of Phase F students at SMKN 8 Surabaya. This research is a quantitative study employing a non-parametric difference test using the Mann-Whitney U test. The study was conducted at SMKN 8 Surabaya with 31 Phase F Fashion Class 1 students in April using the cooperative learning model Jigsaw, and 31 Phase F Fashion Class 2 students in February using the Direct Instruction model. Data collection techniques consisted of observation sheets to assess learning activities during the learning process in both classes the experimental class using the Jigsaw cooperative learning model and the control class using Direct Instruction. In addition, a post-test was administered to measure students’ learning outcomes after the implementation of each learning model. The results of the study show that: 1). There is no significant difference in students’ learning activities between the use of the cooperative learning model Jigsaw and the Direct Instruction model. 2). There is a significant difference in students’ learning outcomes between the use of the cooperative learning model Jigsaw and the Direct Instruction model.