Jigsaw Method Research Articles

The impact of using some educational tools according to the Jiksaw method in learning technical performance of some types of basketball dribbling skill in students.

- Identifying the impact of using some educational tools according to the Jiksaw method in learning the technical performance of some types of dribbling skill in basketball. - Identifying the impacts of the educational curriculum that are followed in learning the technical performance of some types of dribbling skill in basketball. - Identifying the differences between the experimental and control groups in the post-tests of the researched variables. The researcher used the experimental approach by designing two equal experimental and control groups with pre- and post-test, while the research sample only consists of students of the first academic year in the faculty of physical education/ Koya University for the academic year (2021-2022), and the researcher used a number of devices, tools, means of collecting information, questionnaire, tests and measurements to reach the objectives of the study. Then the researcher prepared the educational curriculum according to Jiksaw's method. For processing data, the researcher used statistical analysis (arithmetic mean, standard deviation, Levin Test , percentage , T- Test for samples of equal number), by using SPSS and the researcher reached the following conclusions: 1- The teaching aids according to the Jigsaw method and the used method had a positive impact on learning the technical performance of some types of basketball skill for students. 2- Incorporating the teaching aids of the Jigsaw method led to more effectiveness in learning the technical performance of some types of the skill of tapping in basketball for students. 3- The superiority of the experimental group (the teaching aids according to the Jigsaw method) over the control group (the method used) in learning the technical performance of some types of the skill of tapping in basketball for students.

Beyond traditional boundaries: Exploring the jigsaw method to strengthen academic achievement in biology

Cooperative teaching methods have emerged as a significant paradigm shift from traditional teaching methods, highlighting notable benefits that have a profound influence on academic achievement. Guided by previous studies on cooperative teaching methods, we examined the effectiveness of teaching methods (jigsaw vs. lecture-cum-demonstration methods) on the academic achievement of biology among class 11 students. The sample comprised 68 students in class 11. In a school setting, 35 participants were randomly assigned to the experimental group, and 33 were assigned to the control group. The study utilized a quasiexperimental research design to assess the effectiveness of different teaching methods. Specifically, a nonequivalent control group design was employed, comprising one experimental group and one control group. To ensure comparability between the groups in terms of academic performance, Raven's Progressive Matrices Intelligence test score was used as a covariate. The results revealed that class 11 biology students in the experimental group had notably higher test scores than did those in the control group. Additionally, the study revealed that gender did not significantly influence academic achievement in biology for class 11 students when intelligence was used as a covariate. The academic achievement of class 11 biology students appears to be independent of the interaction between gender and method of teaching. We explicitly demonstrate that the jigsaw technique can enhance the biology achievement of senior secondary school students and can serve as an effective alternative to traditional experimental teaching methods in India.

Pengembangan Model Pembelajaran Active Learning Jigsaw sebagai Optimalisasi Pembelajaran PAI di SMPN 3 Purwosari

The active learning jigsaw instructional model applied in this study is an adaptation of the traditional PAI (Islamic Religious Education) learning process. It is essential for teachers to adopt a clear model and approach to teaching effectively, as this significantly influences student learning outcomes. Teachers bear the responsibility for educational quality and thus require adequate capacity and knowledge. They should select appropriate teaching models tailored to the learning process. This research focuses on the interaction between educators and students during PAI instruction. Effective implementation of teaching models in the classroom can enhance student learning outcomes, such as through the active learning jigsaw method in PAI education. The study findings indicate positive and improved results from using the active learning jigsaw model, evidenced by increased classroom engagement, student discussions, and interactions with teachers. The researcher employed a qualitative research methodology, presenting descriptive findings using narrative rather than numerical data and statistics.

Implementasi Kurikulum 2013 (K13) Bahasa Arab di MTs Swasta Al-Hikmah Mogutat Kotamobagu

This study aims to fill the gap in the analysis of the implementation of the 2013 Curriculum (K13) for Arabic language at MTs Al-Hikmah Mogutat Kotamobagu and to identify the challenges faced in its execution. A qualitative approach with a case study design was used to allow for an in-depth understanding of the implementation process, the obstacles encountered, the supporting factors, as well as the results and recommendations for improvement. The research was conducted in 2023-2024, with the research subjects including Arabic language teachers and other related parties at the school. Data were collected through in-depth interviews and document collection, such as syllabi and lesson plans (RPP). Data analysis followed the Miles, Huberman, and Saldaña model, which consists of three stages: data collection, data condensation, and verification/conclusion drawing. The research findings reveal that MTs Swasta Al-Hikmah Mogutat Kotamobagu chose to retain the 2013 Curriculum (K13) despite the introduction of the Merdeka Curriculum, citing reasons such as resource readiness, educator competence, and student preparedness. The implementation of Arabic language teaching at MTs Al-Hikmah involves various teaching methods, such as the Toriqoh Al-Samiyah Al-Syafawiyah, Jigsaw Method, and interactive methods like singing and games. This approach reflects the teachers' efforts to adapt teaching methods to the students' needs and the curriculum in place. However, the study also found several challenges in curriculum implementation, including limitations in facilities, student abilities, and challenges in applying innovative teaching methods.

ARABIC LANGUAGE LEARNING DEVELOPMENT IN THE USE OF JIGSAW METHOD AT MADRASAH ALIYAH AL-WASHLIYAH CLASS X. TEMBUNG PERCUT SEI TUAN

This study aims to improve Arabic language learning in using the Jigsaw method at Madrasah Aliyah Al-Washliyah in class Ten Tembung Percut Sei Tuan. The formulation of the problem in this study is how to improve the Jigsaw learning method in enrichment of student learning outcomes on Arabic vocabulary in class X at Madrasah Aliyah Al-Washliyah Tembung Percut Sei Tuan. Is there an increase in student learning outcomes in enrichment taught with the Jigsaw learning method. This class action research was conducted through 2 cycles which included planning, implementation, observation and reflection activities. While to determine the ability of students, researchers use student worksheets given to students. The population in this study was the entire class X of 26 students. From the research results, it can be seen that the results of the initial test (pre-test) in class X the percentage of classical completeness was obtained 54.38% (6 students). After giving teaching actions through the Jigsaw learning method, the student learning outcomes test I percentage of classical completeness was obtained 61.73% (20 students). While after improvement from cycle I, in cycle II, the results of learning test II (Post-test) obtained the percentage of classical completeness obtained 89.80%. From the results of this class action research, the researcher concluded that there was an increase in student learning outcomes by using the Jigsaw learning method in class X Madrasah Aliyah Al-Washliyah Tembung Percut Sei Tuan

Assessing the impact of jigsaw technique for cooperative learning in undergraduate medical education: merits, challenges, and forward prospects

BackgroundJigsaw method is a structured cooperative-learning technique that lays the groundwork towards achieving collective competence, which forms the core of effective clinical practice. It promotes deep learning and effectively enhances team-work among students, hence creating a more inclusive environment.ObjectivePresent study was designed to introduce jigsaw model of cooperative learning to early-year undergraduate medical students, measure its effectiveness on their academic performance, and evaluate the perspectives of both students and faculty members regarding the same.MethodsIt was a mixed method research, involving eighty second-year undergraduate medical students. The jigsaw cooperative learning approach was introduced in two themes within neurosciences module. Students were divided into two equal groups, with one group experiencing typical small-group discussions (SGDs) in first theme and other group exposed to jigsaw approach. The groups were then reversed for second theme. Following the activity, an assessment comprising multiple-choice-questions was conducted to evaluate the impact of jigsaw technique on students’ academic performance, with scores from both groups compared. Student perspectives were gathered through self-designed and validated questionnaire, while faculty perceptions were obtained through focus group discussions. Quantitative data were analyzed using SPSS v22, while thematic analysis was performed for qualitative data.ResultsThe students of jigsaw group displayed significantly higher median assessment score percentage compared to control group (p = 0.003). Moreover, a significantly greater number of students achieved scores ≥ 60% in jigsaw group compared to control group (p = 0.006). The questionnaire responses indicated a favorable perception of this technique among students, in terms of acceptance, positive interdependence, improvement of interpersonal skills, and comparison with typical SGDs. This technique was also well-perceived within the educational context by faculty members.ConclusionThe jigsaw method is associated with higher levels of academic performance among students when compared to typical small-group discussion. The students and faculty perceived this technique to be an effective cooperative learning strategy in terms of enhanced student engagement, active participation, and a sense of inclusivity.

Potential of active learning in dentistry: A comparative study of Jigsaw versus inquired-based learning.

To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings. A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n=96) and Batch B (n=92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of<0.05 considered significant. Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p<0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts. Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.

Science Learning Using the Jigsaw Strategy to Improve Primary School Student Learning Outcomes

Previous studies have indeed discussed jigsaw strategies from various scientific aspects, but the differences in setting, time and methods in this research are new aspects that are revealed in depth. This research aims to analyze science learning using the jigsaw strategy to improve elementary school students' learning outcomes. This is intended to develop students' potential in a collaborative, cooperative and radical way through direct learning experiences using jigsaw active learning strategies. From the results of this research it can be concluded that the learning process in elementary schools using the jigsaw method can improve student learning outcomes, by meeting the minimum completeness criteria and the increase in student learning outcomes can be seen from each cycle. Thus, learning using the jigsaw strategy is effectively applied to science learning for elementary school students.

Supporting and Inhibiting Factors In The Application of The Jigsaw Method In Class V Science Subjects In Elementary School

This research describes the supporting and inhibiting factors in implementing the Jigsaw method in science learning for class V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. Miles and Huberman model data analysis techniques which include data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is that the jigsaw method requires a long time. old and smart students tend not to want to be put together. The application of the jigsaw method in grade V elementary school science learning begins with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for student.

Effectiveness and Perception of Collaborative Learning among Undergraduates Students: Introduction of Jigsaw Method in Forensic Toxicology

Background: Didactic teaching being teacher centric usually does not generate sense of responsibility for learning among the students. The Jigsaw method is a form of cooperative learning that improves not only the cognitive but also the affective and psychomotor skills, which are required by a student to become an Indian Medical Graduate. Thus, this study was aimed at assessing the effectiveness of Jigsaw strategy in comparison to didactic teaching and to understand the perception of the students. Methodology: This was a quasi-experimental study conducted among second year MBBS students. They were randomly assigned to lecture and Jigsaw groups. A topic on general toxicology was chosen. Handouts were prepared which were given to all the students. The lecture group was taught using audio visual aids. The topic was sub divided into five subtopics for Jigsaw group. A post test consisting of MCQs was used to assess the effectiveness of the method. A validated questionnaire was used to gather feedback from the students belonging to Jigsaw Group. Descriptive statistics were used to analyze responses to the Likert scale questions. Results: The present study included a total of 65 II year MBBS students, out of which 30 students were in Jigsaw group. A total of 94% students agreed to participate actively in the Jigsaw session. Most of the students (93%) students listened to and respected the ideas of their peers. A total of 72% students found this method of learning useful in Forensic Medicine and Toxicology. Only 53% of the students felt that the time for preparation and presentation of the topic was sufficient. Conclusions: The present study advocates this cooperating learning method to be an effective tool in better understanding of the subject, to improve communication skills and to inculcate lifelong learning attitude among the medical graduates. The jigsaw method, however, requires more time for planning and execution, to yield positive outcomes.

PENGGUNAAN METODE JIGSAW DALAM PEMBELAJARAN MATA KULIAH TRANSLATION UNTUK MENGHASILKAN KEEFEKTIFAN DALAM MENYELESAIKAN TERJEMAHAN

Translation learning is a complex process that requires a profound understanding of both the source and target languages. This study aims to explore the use of the Jigsaw method in the context of translation course learning, with a focus on enhancing students' effectiveness in completing translations. The Jigsaw method is a cooperative learning approach where students work in small groups to understand parts of the material and then take responsibility for teaching that material to other group members. This study integrates the Jigsaw method into translation learning by utilizing complex and varied source language texts. Students are divided into small groups and assigned tasks to study specific sections of the text to be translated. After thoroughly understanding their respective sections, they regroup with other members who have studied different parts. Through collaboration and discussion, students exchange information and discuss translation strategies. The results of this study indicate that the use of the Jigsaw method significantly enhances students' effectiveness in completing translations. Collaboration among students allows for the exchange of ideas and strategies that can improve their understanding of the source text and produce more accurate and detailed translations. Additionally, through this cooperative learning process, students also develop important social and communication skills essential in the translation profession.

INCREASING KNOWLEDGE OF MIDWIFERY STUDENTS ABOUT FLOOD DISASTERS USING THE JIGSAW LEARNING METHOD

Background: Not having had direct experience in dealing with disasters means that students are not ready to be prepared, so disaster education using a jigsaw learning method is needed. Objectives: This research aims to study the effect of the jigsaw learning model on knowledge of flood disasters in level 3 students in the STIKES TMS undergraduate midwifery study program. Methods: The research design used pre-experimental with one group pretest and post test design. The population of this study were all third year undergraduate midwifery students at STIKES TMS totaling 30 (total sampling) using the Wilcoxon test. Results: The knowledge of third level midwifery students at STIKES TMS before the jigsaw method was known to be less than 6 people, 15 people were sufficient and 9 people were good. The knowledge of third level midwifery students of STIKES TMS after the jigsaw method was found to be 3 people lacking, 5 people sufficient and 22 people good Conclusion: The p value = 0.000 means that there is an influence of the jigsaw learning method on knowledge of flood disasters in third year undergraduate midwifery study programs at STIKES TMS Bengkulu

Peningkatan Hasil Belajar Matematika dengan Metode Jigsaw Siswa Kelas V SDN Sepakung Kabupaten Semarang

This research was motivated by the results of fifth grade students' mathematics learning on the volume of space using the lecture and assignment model at SDN Sepakung. The final formulation is whether the jigsaw method can improve the learning outcomes of fifth grade students at SDN Sepakung, Banyubiru subdistrict, Semarang district. This research aims to determine the jigsaw method in improving and improving mathematics learning outcomes for fifth grade students at SDN Sepakung, Banyubiru subdistrict, Semarang Regency. The type of research used is classroom action research. The subjects of this research are class V students at SDN Sepakung, Banyubiru subdistrict, totaling 26 second semester students at state elementary schools. Sepakung, Banyubiru sub-district, Semarang district on April 11 2023. The data collection technique for this research is by assessing the learning outcomes of class V students, observing teacher skills and observing student activities during the learning process. The data analysis used is assessment of class V student learning outcomes, data analysis of teacher skills and student activities. Research results from Pre-Cycle to Cycle II always experience an increase in student learning outcomes. In Cycle I it increased to 15 students who completed their studies with a percentage of 58%. In Cycle II it increased again to 23 students who completed with a percentage of 88% and had met the completeness criteria, namely 75%. Thus, this research is sufficient to reach Cycle II, because the application of the Jigsaw type model can improve student learning outcomes. Improvement of teacher skills in teaching in cycle I was 52.78 converted to a scale of 4 to 2.11 with sufficient qualifications, in cycle II it was 85 converted to a scale of 4 to 3.33 with good qualifications.Keywords: Improvement, Learning Outcomes, Jigsaw Method.

Does the Jigsaw method improve motivation and self-regulation in vocational high schools?

Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students’ cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students’ motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students.

Utilizing the Power of Cooperative Learning to Teach Controversial Topics such as Genetically Modified Organisms

Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.

Enhancing forensic science communication through the jigsaw method

Enhancing forensic science communication through the jigsaw method

Interprofessional Faculty Development on Health Disparities: Engineering a Crossover “Jigsaw” Journal Club

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement.

Passive Voice Teaching: Recent Trends and Effective Strategies

This study investigates current practices and useful methods for teaching passive voice. To find effective teaching strategies, a thorough review of the literature produced between 2018 and 2024 was undertaken. Using keywords associated with passive voice instruction, data was gathered from academic sources, and thirty pertinent papers were chosen for examination. The Experience, Generalization, Reinforcement, Application (EGRA) method, task-based learning, cooperative learning, flashcards, and web-based storytelling are just a few of the successful teaching techniques that thematic analysis identified. These strategies improve learning outcomes, comprehension, and student engagement. It was stressed that context-based learning is crucial to knowing when and how to employ passive voice. It has been discovered that technology, especially web-based storytelling, increases student engagement and recall of material. Students' memory and understanding were also enhanced by the Jigsaw method and inductive training. In general, it was discovered that teaching passive voice may be accomplished effectively using a range of teaching techniques, such as active learning and technology integration. To learn more about these strategies' long-term consequences and how they affect different student demographics, more study is required.

The Effect of Jigsaw Method on Students’ Reading Comprehension at Junior High School Students

This study aims to determine the effectiveness of role-playing in teaching speaking skills to students of class XI 19 Senior High School Makassar, and whether there is a significant difference between students who are trained in speaking skills using conventional methods and students who use role-playing techniques. This study uses a quantitative approach, namely experimental research with a pre-test and post-test research design and the sample of this study is 60 students. Researchers used two clasess and experimental class using role-playing techiquess and a control class using concetional methods. Meanwhile, in the last stage, the researcher gave a post-test in the same class to find out whether the role-playing techiquess was effective in teaching students speaking skills in the experimental class. The results of this study show the average pre-test in the experimental class (59.87%) and the control class (60.93%). The post-test average of the experimental class (84.40%) was higher than that of the control class (64.53%). This means that there is a difference between students who use role-playing techniquess abd students who uses conventional techniquess. Thus, teaching speaking using role-playing techniquess has a significant effect on improving students speaking skills. Therefore, it is suggested that the role- playing techniquess can be applied as an affective learning method for teachers to teach speaking skills anf for future researchers to use the same type of research under different conditions.

Application of The Jigsaw Method in Learning Islamic Religious Education at SMAN 1 Sumberasih

The application of the Jigsaw Method in Islamic Religious Education (PAI) Learning at SMAN 1 Sumberasih is an innovation to empower the learning process. This method aims to encourage student cooperation, develop social skills, and deepen understanding of PAI material. The teacher divides students into small groups with the task of studying certain parts of the material, such as the pillars of prayer, prayer procedures, and the importance of prayer in Islam. Students become experts in the part studied and rejoin a new group consisting of members from each original group. In this new group, they share knowledge, encourage collaboration, and learn from each other. Basically the Jigsaw Method involves dividing learning material into small parts which are then given to groups of students. Each group will be responsible for studying a specific section of the material. After understanding the material well, each group member will return to their original group and teach the part they have learned to other group members. PAI learning using the Jigsaw method does not only focus on mastering the material, but also develops social aspects and skills that are important in everyday life. . This creates a dynamic learning atmosphere, motivates students to be actively involved, and increases their understanding of Islamic teachings and their application in everyday life.