Jigsaw Cooperative Learning Model Research Articles

The Effectiveness of The Jigsaw Cooperative Learning Model Assisted by Wordwall Application on Citizenship Competence (A Quasi-Experimental Study of 8th Grade Students at SMP Muhammadiyah Bumiayu)

This study aims to determine the extent to which the Jigsaw cooperative learning model, assisted by the Wordwall application, affects the formation of citizenship competence in the subject of the Youth Pledge within the framework of Bhinneka Tunggal Ika. The research method used quasi-experimental with a Nonequivalent Control Group Design. The sample includes Grade VIII A as the control group (n=35) and Grade VIII B as the experimental group (n=35). Data collection techniques included tests, questionnaires, observations, interviews, and documentation, analyzed using the Paired Sample Test and Independent Sample T-Test with a significance level of 5%, resulting in 0.000 0.05, indicating that the Jigsaw cooperative learning model assisted by the Wordwall application is effective in developing students' citizenship competence. The results show a significant difference between the experimental and control groups. Citizenship knowledge improved to 86% in the experimental group compared to 76% in the control group, citizenship skills to 86% compared to 76%, and citizenship attitudes or character to 79% compared to 64%. The Effect Size test result was 2.166, categorized as a high effect. This is evidenced by the study's findings that the Jigsaw cooperative learning model assisted by the Wordwall application significantly affects students' citizenship competence in the subject of the Youth Pledge within the framework of Bhinneka Tunggal Ika at SMP Muhammadiyah Bumiayu.

STAD atau Jigsaw? Menguji Keefektifan Dua Model Pembelajaran Kooperatif dalam PKn

This study aims to determine the differences in Civic Education learning outcomes between students taught using the STAD cooperative learning model and the Jigsaw cooperative learning model at MAN 1 Kendari. The research method used is an experimental design with a post-test only control group design. The sample consists of 60 students, selected through multi-stage random sampling, with 30 students from class XI IPS2 and 30 students from class XI IPS3. Data were collected using a Civic Education learning outcomes test, which was validated and tested for reliability, with a reliability score of 0.903. The results showed that the average learning outcomes of students taught with the STAD model were higher (87.21) compared to those taught with the Jigsaw model (73.44). Hypothesis testing revealed a significant difference between the two learning models, with a t-value (30) greater than the t-table value (2.390) at a 0.01 significance level. This study concludes that the STAD cooperative learning model is more effective in improving Civic Education learning outcomes compared to the Jigsaw learning model.

Pengaruh Model Pembelajaran Cooperative Learning Tipe Jigsaw terhadap Keaktifan Belajar Pendidikan Agama Kristen dan Budi Pekerti Peserta Didik Kelas XII SMK N 1 Siatas Barita Tahun Pembelajaran 2023/2024

The research aims to determine whether there is a positive and significant influence in the use of the jigsaw type copperative learning model on the active learning of Christian Religious Education and Character in class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year. The research hypothesis is that there is a positive and significant influence between the jigsaw type cooperative learning model on the active learning of Christian Religious Education and Characteristics of class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year. The population of class XI students at SMK Negeri 1 Siatas Barita Learning 2023/2024 who are Protestant Christians is 325 people. The research sample using random sampling technique was 18% of the total population, namely 58 people. The research instrument is a closed questionnaire. The results of data analysis obtained: The value rcount=0.673>rtabel=0.254 and tcount=6.809>ttable=2.00324 shows that there is a positive and significant relationship between the jigsaw type cooperative learning model and students' active learning in Christian Religious Education and Character. Regression equation . The determination test revealed that the magnitude of the effect was 45.29%. Hypothesis test Fcount=46.479>Ftable=3.15 then H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. The research concluded that there was a positive and significant influence between the jigsaw cooperative learning model on the activeness of learning in Christian Religious Education and Character in class XI students at SMK Negeri 1 Siatas Barita for the 2023/2024 academic year.

The Effect of Cooperative Learning Model and Discipline on History Learning Achievement

The study aims to ascertain three things: (1) the difference in learning achievement in history between students using the Jigsaw cooperative learning model and students using the Studen Teams Achievement Divisions (STAD) model; (2) the impact of high and low discipline on learning achievement; and (3) the possibility of an interaction between cooperative learning models and discipline on history learning achievement. This study employed experimental research as its research methodology. The 2023–2024 academic year saw the conducting of this study at SMAN 11 North Bengkulu and SMAN 13 North Bengkulu. The XI social studies classes made up the study's population. Two groups were chosen at random to serve as research samples: one was the treatment group, which I taught using Jigsaw-style instruction, and the other used Studen Teams Achievement Divisions (STAD) instruction. This study employed a 2x2 factorial ANOVA research design. The application of Jigsaw and Studen Teams Achievement Divisions (STAD) has an impact on student learning achievement. High and low discipline have an impact on history learning achievement. Cooperative learning models and discipline have an impact on history learning achievement. These are the study's findings.

The Impact of the Jigsaw Cooperative Learning Model on Discipline and English Learning Achievement in SMPN Students

The purpose of this study was to determine the students' overall Learning Discipline and English Language Learning Outcomes. The role of Language Learning teachers in using the jigsaw type cooperative learning model shows the importance of real context according to the situation in the environment by the students themselves in identifying problems in learning so that the concepts received by students are more meaningful. This research is in the form of a quantitative experiment with the research subjects of Jember Junior High School students. The data in this study are quantitative data obtained from tests of students' knowledge and understanding through questionnaire tests. The results of the percentage of success of this study showed: (1) the effect of the jigsaw type cooperative learning model on improving student learning discipline was 79.0%, (2) the effect of the jigsaw type cooperative learning model on improving student learning outcomes was 81.9%, and (3) the effect of the jigsaw type cooperative learning model on improving student learning discipline and student learning outcomes together was 89.3%. This means that the application of the jigsaw type cooperative learning model in improving students' learning discipline and cognitive learning outcomes has a significant effect

The Effect of Jigsaw Cooperative Learning Model on Learning Outcomes of Dribbling and Passing Using the Back of the Foot Football Game in Class VII Students of SMP

This study aims to determine the effect of the jigsaw cooperative learning model on learning outcomes of dribbling and passing by using the instep of a soccer game in class VII students of SMP Negeri 1 Pekutatan. This type of research is quasi-experimental research. The population is all students in class VII A and VII B of SMP Negeri 1 Pekutatan for the 2021/2022 school year with a total of 66 students. The sample used random sampling. The research was conducted in twelve meetings. Learning outcome data is collected by means of objective tests. Data collection methods in the form of attitudes, knowledge and skills were then analyzed using the SPSS 16.0 For Windows program. The average dribbling learning result of the experimental group was 38.0373 while in the control group the average was -10.0876. The average passing learning result from the experimental group was 39.3394 while in the control group the average was -15.5548. The results of this study indicate that the jigsaw type cooperative learning model affects the learning outcomes of dribbling and passing

Implementation of the Jigsaw Type Cooperative Model Using Pop Up Book Media to Increase Elementary School Students' Mathematics Learning Activeness

The aim of this research is to find out how to apply the Jigsaw Type Cooperative learning model in increasing student activity in elementary school mathematics learning. The research method used is a classroom action research method that uses the development model by Kemmis and Mc. Taggart. The subjects of this research were 32 class VI students at SD Negeri 207/IV Jambi City. Data was collected using observation techniques, questionnaires and written tests. Data analysis uses quantitative descriptive analysis. The results of the research prove that the application of the jigsaw cooperative learning model can increase the learning activity of class VI students in the mathematics subject of plane figures. The average results of observing students' learning activity in cycle I was 87.52%, in cycle II it increased to 90.00%, the results of the student learning activity questionnaire obtained an average in cycle I of 60.55% and in cycle II it increased to 89.31%.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI KELAS X DI SMA NEGERI 1 PUDING BESAR (QUASI EKSPERIMEN)

The background of this research is the subject of Islamic Religious Education and Character Education which is considered boring and monotonous because it is often taught with less varied learning methods and models so that students have a passive nature in learning which results in a lack of student learning outcomes, especially in terms of critical thinking. . This research aims to determine the effect of implementing a type of cooperative learning model jigsaw on critical thinking skills in the subjects of Islamic Religious Education and Character in class X at SMA Negeri 1 Puding Besar. This type of research is a quantitative experiment with Quasi Experimental Design. The population used was all class X, totaling four classes, while the samples were taken using techniques simple random sampling is class X-1 as the experimental class and class X-3 as the control class. The data collection technique used in this research is the test (pre-test and post-test) which each amount to 10 HOTS shaped questions essay. The hypothesis test used is the t-test in the form of Independent Sample T-Test. The results of this research are hypothesis testing with Independent Sample T-Test Using a significance level of 5% (α = 0.05), the Sig value is known. (2-tailed) is 0.000. At the decision making criteria 0.000 < 0.05, then H0 rejected and H1 accepted. So there is a significant influence of the type of cooperative learning model jigsaw on critical thinking skills in the subjects of Islamic Religious Education and Character in class X at SMA Negeri 1 Puding Besar.

Application of the Jigsaw Cooperative Learning Model Oriented Towards Improving High School Student Learning Outcomes

Application of the Jigsaw Cooperative Learning Model Oriented Towards Improving High School Student Learning Outcomes

Peningkatan Kemampuan Berpikir Kritis pada Pelajaran Matematika Siswa Kelas VI SD Citarik III melalui Model Pembelajaran Kooperatif Tipe Jigsaw

This study aims to evaluate the effectiveness of the Jigsaw cooperative learning model in improving critical thinking skills in mathematics lessons for sixth-grade students at Citarik III Elementary School. The research was conducted using a two-cycle action research approach. The subjects of the study were 30 sixth-grade students at Citarik III Elementary School. Research instruments included pre-tests, post-tests, observation sheets, interviews, and field notes. The results showed that the Jigsaw learning model was effective in improving students' critical thinking skills. There was a significant increase in post-test scores in each cycle, indicating a progressive improvement in students' critical thinking skills. Good interaction among students in groups, positive student responses, and adjustments to lesson plans based on reflections from the previous cycle were key factors in the success of this learning model.

Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Hasil Belajar Pendidikan Agama Islam

This study aims to determine the effect of the type of jigsaw cooperative learning model method on learning outcomes of Islamic Education in the material closer to Allah SWT, whose name is very beautiful. The research method used was experimental one group pretest-posttest design and the data used was quantitative data. The subjects of this study were students of class V SDN Sumberreja 02. With a total of 30 students consisting of 18 boys and 12 girls. The results of the study were obtained using the Jigsaw type cooperative learning model. The results of data analysis techniques using the t test formula on the pretest and posttest data. The results showed t count 10,6086 > t tabel 2,0484. Thus Ho is rejected and Ha is accepted, which means that there is an effect of the cooperative learning model on learning outcomes of Islamic education

The Effectiveness of the Jigsaw and Traditional Teaching Methods on Math Anxiety, Attitude and Performance

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 Jigsaw Cooperative Learning Model in Islamic Religious Education to Develop Students' Emotional Intelligence

This study investigates the correlation between emotional intelligence in Islamic teachings and the embodiment of morality as human behaviour. Carried out at SMA YP UNILA Bandar Lampung, the research spanned from October 2023 to January 2024, utilizing a descriptive qualitative methodology. Islamic education teachers were the subjects. Data collection involved observation, interviews, and documentation, with analysis employing reduction, presentation, and concluding. Validity was ensured through triangulation techniques and sources. Supportive factors encompassed collaborative efforts among school personnel, adequate facilities, extracurricular activities, and teacher competency. Conversely, hindering factors comprised students' disinterest in religious activities, insufficient parental support, restricted learning time, non-compliance with school rules, and academic pressure. The study's findings align with Daniel Goleman's emotional intelligence theory, positioning emotional intelligence as the bedrock for various other intellectual capacities.
 Keywords: Cooperative Learning, Islamic Religious Education, Emotional Intelligence

The Jigsaw Learning Model to Promote Engagement in the English Language Classroom: A Teacher’s Reflection

Learning activities employing the lecture model have induced boredom among students and resulted in poor participation in the classroom, including in the English as a foreign language class. Low student participation in classrooms may impede the development of their skills. The jigsaw cooperative learning model provides an opportunity for students to collaborate and actively participate. This collaborative action research aims to assist students in addressing engagement issues in English lessons through the jigsaw cooperative learning model. The collaborative action research involved a cohort of 36 primary school students, comprising 20 females and 16 males, in the city of Purwokerto, Indonesia. Data was collected through observation, and the observational data obtained were then analyzed using descriptive statistics. After three cycles, student engagement increased from 56% (baseline) to 65.56%, 75.56%, and 79.44%, respectively. The desired criteria for intervention success (75%) were met in cycle 2, leading to the conclusion of the investigation in cycle 3. Based on the results, it can be inferred that the adoption of the jigsaw learning model has effectively enhanced student engagement in the English language class. Practical implications of the study are then presented.

Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar Mata Kuliah Pengantar Ilmu Politik

This research aims to assess the impact of using the jigsaw cooperative learning model on students' achievements in the Introduction to Political Science course. The study employs a quantitative method with a quasi-experimental design. The research population includes all students in class AB, Semester I, 2023 intake, majoring in Public Administration at Manado State University, totaling 50 individuals. The research sample consists of students in class A as the experimental group, implementing the jigsaw cooperative learning model, and class B as the control group, using the conventional model. The research findings indicate that the use of the jigsaw cooperative learning model has a positive effect on students' understanding of government system materials compared to the conventional method. The data analysis results, using paired sample t-test for output pair 1 with a Sig. (2-tailed) value of 0.000 < 0.05, lead to the conclusion that there is an influence of the jigsaw cooperative learning model on students' learning outcomes in the Introduction to Political Science course.

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Berbantuan Media Kantong Ajaib pada Pembelajaran IPS

The purpose of this research is to determine student learning outcomes after the implementation of the jigsaw cooperative learning model. As for the type of research used, namely pre-ekperimental design. The population of class IV SD Negeri 41 Lubuklinggau for the 2023 Academic Year is 20 students and the sample taken is 20 students. For sampling using test techniques. The data collected after being analyzed using the z-test at a significant level of a 0,05 obtained = 9,76 = 1,64, so that it can be concluded that student learning in class IV SD Negeri 41 Lubuklinggau after the implementation of the jigsaw cooperative learning model significantly complete with an average volue of student learning outcomes of 83,60.
 
 Keywords : Elementary School, Jigsaw, Learning Outcomes, Social Studies Learning

The Application of the Jigsaw Cooperative Learning Model to Improve Student Learning Outcomes in Class V Thematic Learning

This study aims to describe learning outcomes in thematic learning for Class V SDN Borongkanang Kec. Bontonompo Kab. Gowa. The focus of this research is the application of the Jigsaw Cooperative learning model and student learning outcomes in thematic learning. The approach used in this research is a qualitative approach with this type research, namely Classroom Action Research which consists of 2 cycles and each cycle consists of 2 meetings. The data analysis used is descriptive qualitative analysis. The results of the study show that there is an increase in the quality of learning, both in teacher-teaching activities and student learning activities as well as student learning outcomes. The results of observations of teacher teaching activities and student learning activities in cycle I were still in the poor category, while in cycle II there was an increase in the good category. The results showed that there was an increase in student learning outcomes in thematic learning through the application of the Jigsaw cooperative learning model. The test results of cycle I mean that the average student score has not reached the KKM that has been determined, while in cycle II there has been an increase where the average student score has met the KKM that has been determined. The conclusion of this study is that the application of the Jigsaw Cooperative learning model can improve student learning outcomes in thematic learning class V SDN Borongkanang Kec. Bontonompo Kab. Gowa.

The Effectiveness of Jigsaw Cooperative Learning Model toward Thematic Learning Outcomes of Economic Activities

This research is motivated by the low achievement of student learning outcomes in the content of Social Science lessons. The aim of this study is to describe the effect of the Jigsaw Cooperative Learning (CL) Model so that the teaching and learning atmosphere is more fun, increasing student activity in asking questions and discussing. This study uses a quantitative approach with pre-experimental research methods, using a population of fourth grade students at SDN Pesanggrahan. This type of research is a one group pretest-posttest design. The research was conducted in three stages, namely pretest, treatment and posttest. Data collection technique is by test and questionnaire. The instrument in this study was an initial test (Pretest) and a final test (posttest). The results of this study can be concluded that 1) The ability to understand the material of Economic Activities Before using the Jigsaw Type Cooperative Learning (CL) Model for class IV at SDN Pesanggrahan is generally categorized as moderate with the class average score obtained by students with a value of 66.14. 2) The ability to understand the material of economic activities after using the Jigsaw Type Cooperative Learning (CL) Model for class IV at SDN Pesanggrahan is categorized as capable with the average score obtained by students with a value of 88.86. 3) The effect of learning on Economic Activities using the Jigsaw Type Cooperative Learning (CL) Model for class IV at Pesanggrahan Elementary School shows that there is an increase in the percentage of the pretest and posttest at 34.4%

The Influence of the Jigsaw Learning Model on the Speaking Skills of Class V Students Theme 3 Maintaining Human Respiratory Organs at SDN 122390 Pematang Siantar

The aim of this research is to see the effect of Jigsaw learning on the speaking skills of class V students on theme 3 Maintaining Human Respiratory Organs at SDN 122390 Pematang Siantar. This type of research uses experimental research methods, which is a quantitative research method. This research design uses Pre-Experimental Design, where the research design is not yet a true experiment, because there are external variables that influence the shape of the dependent variable. The results of the research showed that students' speaking skills obtained an average pretest score of 58.91, whereas after being given treatment using the Inquiry model, an average posttest score of 81.30 was obtained and there was a significant influence of using the Jigsaw Type Cooperative learning model on student learning outcomes. It is known that the significance value (2-tailed) is 0.000. Then 0.000 < 0.05. This can be concluded to mean that Ho is rejected and Ha is accepted, which means that there is an influence of the Jigsaw cooperative learning model on the speaking skills of class V students, Sub Theme 3 Maintaining the Health of Human Respiratory Organs at SD N 122390 Pematangsiantar.

Enhancing Students’ Reading Comprehension Through Cooperative Learning and Self-Effication

This research aims at enhancing the English reading comprehension of Indonesian students in secondary schools through cooperative learning models and self-efficacy. The research model is an experiment with a 2 x 2 factorial design. The research sample was 72 high school students in the 11th grade at South Jakarta state school in the school year 2022/2023. Data analysis uses a two-way analysis of variance (ANOVA). The learning model's effectiveness is determined by calculating the effect size. The finding reveals that the cooperative learning models affect English reading comprehension, self-efficacy affects English reading comprehension, and a cooperative learning model in interaction with self-efficacy affects English reading comprehension. The jigsaw-cooperative learning model has great effect size in increasing English reading comprehension. Thus, it effectively improves English learning outcomes in secondary schools. Hopefully, the results of this study will be usefull for further research as input to enhance students' English proficiency in Indonesia generally.Keywords— reading comprehension, cooperative learning, self-effication, effect size