Jigsaw Cooperative Learning Model Research Articles

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 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.

The Influence of the STAD and PowerPoint-Assisted Jigsaw Models on Economics Learning Achievement

Purpose of the study: The aim of this research is to determine the effect of cooperative learning models such as Student Teams Achievement Divisions (STAD) and Jigsaw with the help of PowerPoint media on Economics learning achievement.
 Methodology:This research is quantitative research with experimental methods. The sampling technique is simple random sampling. The sample in this study was 70 students. Data collection techniques in this research are questionnaires. The data analysis technique in this research uses two-way analysis of variance with an unequal number of cells with analysis prerequisite tests, namely the normality test and homogeneity test.
 Main Findings: The results of the research show that there are differences in the influence of the Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models assisted by PowerPoint media on Economics learning achievement. This is shown by obtaining a significance value (Sig.) which is smaller than the significance level α = 0.05, namely (0.00 < 0.05) or (Fobs = 10.103 >Ftable = 4.00).
 Novelty/Originality of this study: The novelty of this research is that it contributes to the study and development of knowledge, especially regarding cooperative learning approaches such as Student Teams Achievement Divisions (STAD) and Jigsaw.

Effectiveness of Jigsaw Type Cooperative Learning Method to Increase Motivation and Learning Outcomes of Pancasila Class X Students IPS High School 1 Meukek South Aceh District

This study examines the effectiveness of the jigsaw-type cooperative learning method to increase the motivation and learning outcomes of sociology students in class X IPS SMA N1 Meukek, South Aceh Regency. This research is quantitative and experimental. The sample was class X with two learning models, one treatment and one control. Researchers used observation methods, questionnaires, and analyzed statistics in SPSS for Windows 23. The results showed that the learning motivation and learning outcomes of students in the experimental class using the jigsaw cooperative learning model It can be seen that student learning motivation in the experimental class increased from the category of often to always, with the highest score of 85 and an average score of 51.4%. While the learning outcomes of experimental class students were effectively used in improving student learning outcomes in sociology subjects, with the highest pretest score of 86 with an average of 66.7994 and the highest post-test score of 86 with an average of 80.9854, which means that the use of the jigsaw-type cooperative learning model in increasing student motivation and learning outcomes is very effective.

The Influence of the Jigsaw Cooperative Learning Model and Learning Motivation on Student Science Learning Outcomes

This study aims to determine the effect of the model jigsaw cooperative learning and learning motivation on student learning outcomes class VI science subject at SD Inpres 2 Tidung. Researchers use the approach post test only control group design, which was carried out on 40 class VI students as a sample (object) of the researcher, consisting of 20 people as the experimental group and 20 people as the control group. For obtain data about learning outcomes using learning outcomes tests, while data about learning motivation using a learning motivation questionnaire. Data analysis using two-way analysis of variance and tukey (Q) test . The results of the study showed that (1) the students' learning outcomes in science were following the jigsaw cooperative learning model is higher than students who follow the conventional learning model, (2) students who have high learning motivation there is a difference in science learning outcomes between students who follow the jigsaw cooperative learning model with students who follow conventional learning models. (3) students who have learning motivation low there is a difference in science learning outcomes between students who follow the model jigsaw cooperative learning with students following the model conventional learning, and (4) there is an interaction effect between models learning by having learning motivation towards science learning outcomes.

Effect Of Jigsaw Cooperative Learning Model On Reading Ability Of 1st Graders SDN Jrebeng Kidul, Probolinggo City

Reading is a basic skill that provides information, creativity, and imagination. The problem of this study is that the first graders are not yet able to read. To overcome this problem, researchers are using the Jigsaw collaborative learning model to improve students' reading skills. The aim of this study was to evaluate the positive/significant impact of this model on the reading ability of first graders in first grade. The research method used in this study is an experimental study with Quasi-Experimental-Control-Group Design (QED) consisting of two groups: experimental group (jigsaw group) and control group (conventional group). The sample size was 37 students, 20 students in the experimental group and 17 students in the control group. Data is collected through observation, testing and documentation. The results show that the Jigsaw cooperative learning model has a large and positive impact on students' reading skills. The t/hypothesis test confirmed the alternative hypothesis (Significance <0.001 <0.05). The data before and after the test are normally and uniformly distributed.

THE EFFECT OF A JIGSAW-TYPE COOPERATIVE LEARNING MODEL BASED ON BLENDED LEARNING USING GOOGLE CLASSROOM HAS AN IMPACT ON STUDENT LEARNING OUTCOMES ON VECTOR MATERIAL

This study aims to determine the effect of the jigsaw cooperative learning model based on blended learning by utilizing google classroom on student learning outcomes in vector material. This study used a quasi-experimental type of research. The data collection method used was test instruments (pretest and posttest) which were distributed to two classes, namely class X Mipa 3 as the control class and class X Mipa 2 as the experimental class. The test instrument used was 15 questions in the form of multiple choice which had been tested for validity, discriminatory power, level of difficulty, and reliability. The population in this study were all students of class X MAN 2 North Labuhanbatu as many as 6 classes. The average number of students in each class is 36 people. Two classes of samples were selected using simple random sampling technique. Based on the results of the calculation of the hypothesis test using the one-party t test at a significance level of 5% and dk = 36, a tcount value of 3.27 is obtained and a ttable value is 1.99 or tcount > ttable, so that it can be stated that Ha is accepted and H0 is rejected. So it can be concluded that the application of the jigsaw type cooperative learning model based on blended learning by utilizing google classroom has an effect on student learning outcomes in vector material.

Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember

The teacher has the responsibility to determine the success of teaching and learning in schools. In addition, the learning process in the classroom requires the application of learning models so that learning becomes more interesting for students. One of them is by using a jigsaw, with the aim of increasing student interest and learning outcomes. This research is a class action research (CAR). Data collection techniques were carried out using documentation, observation, interviews, questionnaires, and test methods. The results of this study indicate the application of the jigsaw cooperative learning model in practice there are 7 steps, namely, forming heterogeneous groups consisting of ± 4 people, each member in the group is given a different subtopic, forming expert groups, expert group discussions, distributing expert groups, explaining the material to the original group, presenting the results of the discussion and finally closing. The application of this type of jigsaw cooperative learning model can increase student interest and learning outcomes. This can be seen from the percentage of interest in cycle I of 64.0% and in cycle II of 84.3%. Whereas the percentage of learning outcomes in cycle I and cycle II increased by 22.2%, namely in cycle I by 61.1%, increased in cycle II to 83.3%, the results of the data were obtained from filling out the test questions

Implementation of the Jigsaw Model to Improve Critical-Thinking Skills

Critical thinking skills require an active learning process that involves deciding whether to agree or disagree with the information, making judgments to ensure correctness, and correcting inaccurate information to generate new ideas. This study employed Classroom Action Research (CAR) with the main objective of identifying learning models that can increase student involvement in learning mathematics and improve students’ critical thinking skills. This study aims to improve students’ critical thinking skills using the Jigsaw cooperative learning model. The teacher conducting the study used the applied learning model, while the researcher acted as an observer. This activity involved twenty-five tenth grade and was conducted at Madrasah Aliyah Al Muayyad Surakarta. The results showed that by implementing the Jigsaw cooperative learning model, there was an increase in the process of learning mathematics in both cycles. The results showed the jigsaw learning model could improve students’ critical thinking skills with an average increase of 43% in critical thinking skills before the study.

PENGARUH MODEL COOPERATIVE LEARNING TIPE JIGSAW BERBANTUAN MEDIA SCRAPBOOK TERHADAP KETERAMPILAN BERBICARA PESERTA DIDIK DI SEKOLAH DASAR

The background of this study is the difficulty in improving speaking skills, the average value of students' speaking skills at SDN Cileunyi 3 in learning under the KKM, because there are students who lack confidence when speaking, learning tools are not maximal when teaching, delivering material by lecturing , learning is focused on educators, therefore when the learning process of students tends to become monotonous. Based on this, it is necessary to have a learning model so that students must interact more with their friends and teachers in learning so that they become accustomed to speaking and communicating. The purpose of this study was to determine the effect of the Jigsaw Cooperative Learning learning model. The method used in this study is a quasi-experimental quasi-experimental research method. The design used is the control group design. Data collection techniques through tests, observation, and documentation. The tests used used the pretest and posttest which were used as data on students' speaking skills. The sample used was class IV-A as the experimental class using the Jigsaw Cooperative Learning model and class IV-B as the control class using the Conventional model. Data processing techniques were carried out using the normality test, homogeneity test, independent sample t test, NGain test and effect size test assisted by IBM SPSS Statistic 25 software. Based on the research results, an overview of the learning process was obtained using the Jigsaw Cooperative Learning Type assisted learning model. media scrapbook. There is a big influence on the use of the Jigsaw Cooperative Learning learning model with a value of 1.8 in the effect size test and a significant value of 0.000 through the Independent Sample T-Test.

Improving Physics Learning Outcomes Through the jigsaw Cooperative Learning Model in Class X IPA-1 Students of SMA Negeri 6 Batang Hari

This study uses classroom action research (classroom action research) for two cycles. The purpose of this action research is the purpose of this research is to find out the increase in physics learning outcomes of class X IPA-1 SMA Negeri 6 Batang Hari by using the cooperative learning model jigsaw . The target of this research was students of class X IPA-1 SMA Negeri 6 Batang Hari with a total of 32 students. The data obtained were in the form of formative test results, observation sheets of teaching and learning activities. From the results of the data analysis carried out, it was obtained that student learning outcomes data experienced an increase starting from the pre-cycle, cycle I to cycle II, namely, cycle I (68.18%) and increased in cycle II (90.91%). From these results it can be concluded that the type cooperative learning model jigsaw .can have a positive effect on student physics learning outcomes at SMA Negeri 6 Batang Hari so that this learning model can be used as an alternative improvement in learning Physics.

THE EFFECT OF COOPERATIVE LEARNING MODEL THROUGH THE JIGSAW METHOD ON CRITICAL THINGKING ABILITY AND INCREASING STUDENT LEARNING ACHIEVEMENT IN LEARNING OF CIVICS AT SMAN 4 MADIUN ACADEMI YEARS 2022/2023

This study aims to determine the effect of the cooperative learning model through the jigsaw method on critical thinking skills and increasing student achievement in Civics learning at SMAN 4 Madiun City. The data used is primary data in the form of lesson plans; tests of critical thinking skills and increased student achievement. The population of this study were all students of class XI.2 as a class with the jigsaw cooperative learning model and X1.4 as the ordinary learning mode class, which totaled 60 students. The sampling technique used random sampling technique. Data analysis technique using independent sample t test. Data is processed using IBM SPSS Statistics v.18. The results showed that the cooperative learning model through the jigsaw method had an effect on critical thinking skills in Civics learning at SMAN 4 Madiun City, and the cooperative learning model through the jigsaw method had an effect on increasing student achievement in Civics learning at SMAN 4 Madiun City.

Pengaruh Model Pembelajaran Kooperatif Jigsaw Terhadap Hasil Belajar Pendidikan Agama Islam

This research is motivated by teaching and learning process activities or learning activities. The learning process is still centered on the teacher which causes students to interact less and be less active during learning. This has an impact on the low learning outcomes of students. So it is necessary to apply various learning models that are in accordance with the material being taught so that students can be more active in participating in the learning process such as applying the jigsaw cooperative learning model. The purpose of this study was to determine the effect of applying the jigsaw cooperative learning model to the learning outcomes of PAI in class X at SMAN 1 Padang Gelugur. The research method used is a Quasi Experiment with a Post Test Only Control Group Design research design. The population in this study were all students in class X MIPA 1 – X MIPA 5 SMAN 1 Padang Gelugur for the 2022/2023 academic year consisting of 5 classes with a total of 180 people. Determination of the sample used in this study by purposive sampling technique so that class X MIPA 1 as the experimental class and X MIPA 2 as the control class with a total of 36 people in each class. The data obtained were analyzed using the prerequisite test, namely the normality test and homogeneity test, then a hypothesis test was carried out. The results of data analysis showed that there was a difference between the average experimental class learning outcomes with a value of 81.63 and the average control class with a value of 71.01. Based on the hypothesis test using the t test obtained T count (5.158) > T table (2.345) so that Ho is rejected and H1 is accepted. So it can be concluded that there is an influence of the jigsaw cooperative learning model on PAI learning outcomes in class X at SMAN 1 Padang Gelugur.

The Implementation of Jigsaw Type of Cooperative Learning to Improve Students’ Motivation and Learning Outcomes

Low student learning motivation can have an impact on decreasing student learning outcomes. So it takes applying a special learning model to increase student motivation. Therefore, this study aims to increase student motivation and learning outcomes through the Jigsaw cooperative learning model. This study uses classroom action research adopted from the Kemmis and McTaggart models. Four stages of research have been used in these two research cycles. A total of 34 class XI students were involved as research respondents. Student motivation was assessed using observation sheets, and learning outcomes were assessed using multiple-choice tests. Motivational data and student learning outcomes were analyzed using percentage techniques. Motivation and student learning outcomes increased significantly after two cycles of action. Student motivation increased from 66.25% in cycle 1 to 80.63% in cycle 2. Meanwhile, student learning outcomes increased from 73.03 in cycle 1 to 82.26 in cycle 2. So, it can be concluded that the application of the cooperative learning model Jigsaw is effective in increasing student motivation and learning outcomes.