Jigsaw Method Research Articles

Pengaruh Strategi Jigsaw terhadap Kemampuan Komunikasi Siswa

Communication skills in students during the teaching and learning process are very important for a teacher to pay attention to. With good communication, a good learning process is also established. The purpose of this research is to analyze the influence of the jigsaw method on students' communication skills. The research method used in this study is an experimental method, with the population being classes VA and VB. The method used in this research is requirements testing, where the researcher conducted tests for homogeneity, normality, and distribution. The results of the research found that using the jigsaw method in the learning process has a significant impact on students' communication skills.

Effects of cooperative learning on gender equality education in university students

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

Group Investigation Method Improves Breast Self-Examination Behavior in Women of Childbearing Age

<table class="TableNormal1" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="502"><p><em>Breast cancer is one of the most common types of cancer suffered by women worldwide with a high incidence rate. The increasing number of new cases that appear every year will be a threat, This study aims to determine how the influence of Group Investigation on increasing knowledge, attitudes and actions of women of childbearing age towards BSE. This type of research is quasy experiment designs with nonequivalent control group design. The intervention group was given education with the Group Investigation method, the control group with the jigsaw method. The number of samples used was 52 people, 26 for the intervention group and 26 for the control group taken by proportionate stratified random sampling technique. The results of the Wilcoxon test found that education with the group investigation method has an influence on knowledge with value (p-value = 0.000), attitude (p-value = 0.000) and action (p-value = 0.000). The test results also showed that there was an influence of the jigsaw method on knowledge with values (p-value = 0.000), attitudes (p-value = 0.000) and actions (p-value = 0.000). The results of the mann-whitney test found that the group investigation method was more effective for increasing knowledge (p-value = 0.000), attitudes (p-value = 0.000) and WUS Actions (p-value = 0.590) about BSE compared to the Jigsaw method. The conclusion of this study is that group investigation method is effective in improving breast self- examination behavior in women of childbearing age.</em><em></em></p></td></tr></tbody></table>

THE EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY AMONG BACHELOR NURSING STUDENTS AT ZIAUDDIN UNIVERSITY, KARACHI

Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy among Bachelor nursing students. Material and Methods: The quasi-experimental study was conducted from July to December 2021 at Ziauddin University Faculty of Nursing and Midwifery, Karachi, among 60 students of 4th year BSN, approached by non-probability consecutive sampling method. The willing students of BSN year VI were included. The participants were divided into A and B groups. Group A was interventional, and group B was non-interventional. Independent t-test, Mann-Whitney U test, and Fisher exact test were applied for inferential statistics. Results: The majority, 80% of the participants, were female, and almost half, 31 (51.67%) study participants were between 23-26 years. The average score of the participants through jigsaw cooperative learning and lecture method was18.73±3.5 and 14.13±2.42, respectively. Moreover, it was also found to be statistically significant (p-value<0.001). Conclusion: It is concluded that the jigsaw cooperative learning strategy was found effective as compared to the traditional teaching style. To increase the quality of education in the health sectors, the educational system must accept and apply modern interactive technologies. Keywords: Jigsaw method, lecture method, nursing students

Differences in Learning Outcomes Mathematics Student Using the Jigsaw Method and Contextual Teaching Learning in the Principal Discussion Rectangular Flat Building

Study This aim for know difference results Study taught students use method Jigsaw and Contextual Teaching Learning methods in the main discussion Get up flat facet four. Data analysis to test hypotheses with formulas t test statistics. The type of research used is experimental research. From the two sample groups, one experimental group 1 was determined , namely class VIII b and one experimental group, namely class VIII c , both groups were given the same instruments. Where are the instruments totaling 10 items the most important question formerly tried out For know validity , reliability , level difficulty and distinguishing power . Based on The results of the research data state that the learning outcomes of the two sample groups are different. After carrying out the requirements test, namely the normality test using the Liliefors test using the Jigsaw method, it was obtained that L 0 = 0.1342 and L table = 0.161, with the CTL method, L 0 = 0.1232 and L table = 0.161 were obtained from the two samples L 0 < L table and both classes have a normal distribution and the homogeneity test with the variance comparison test obtained F Hit = 2.26 and F table = 2.424, so F Hit < F table then both classes have homogeneous variance. The hypothesis is tested with the t test and the real level α = 0, 05 obtained t hit = 0.885 and t tab = 2.019 it turns out that t hit < t tab , t hit is outside the acceptance of Ho so Ho is rejected, meaning there is a significant difference between the learning outcomes of students taught using the Jigsaw method and the CTL method in building materials rectangular flat.

Improving the Concept Understanding of Mixed Fractions Calculation Operations Using the Jigsaw Method Assisted by Trimino Media

This research is to analyze the significant influence of understanding the material concept of calculating mixed fraction operations using the Jigsaw method assisted by Trimino media. This research uses a nonequivalent control group design and quantitative quasi-experimental methodology. Participants in this research were all 50 class IV students from two classes. Simple random sampling was used for the sampling process, and obtained 25 students as a class who were given treatment in the form of the Jigsaw method with trimino media, and 25 students as a class who were given treatment in the form of the conventional method. Pretest and posttest worksheets with essay questions are the testing format used in this research. The test was carried out twice, once before and once after. Meetings were held eight times for this research: once for the pretest, six times for the Jigsaw technique using trimino media, and once for the posttest. The instrumentation of this research consists of tests, observations, and documentation. The t-test, which had previously been tested for homogeneity and normality, was used in the data analysis procedure. The results of the research show that there is a significant influence on students' conceptual understanding in classes that apply the Jigsaw method assisted by Trimino media, with a significance level of 5%. The t-test hypothesis test shows that H0 is rejected and H1 is accepted if t-count (6.211) > t-table (2.011). This shows that the use of the Jigsaw method assisted by Trimino media in solving mathematical problems has a good influence on the knowledge of class IV students in the material of understanding mixed fraction calculation operations.

IMPLEMENTASI METODE JIGSAW DALAM MENINGKATKAN KETRAMPILAN KOMUNIKASI LISAN SISWA SMALB MATA PELAJARAN PAI DI SLB NEGERI TULUNGAGUNG

Basically, every human being cannot be separated from interacting with other humans. As social creatures, humans always try to build relationships with others. However, some people are limited in communication (have special needs), as we know, students at Special Schools (B-Deaf) are limited in one of their senses, namely hearing, which causes communication to be less than fluent. Student deafness concerns individual hearing conditions, namely the student's inability to perceive verbal communication or other sounds that are adjusted to a certain frequency and intensity. By implementing the jigsaw method in PAI learning, it is hoped that it will be able to provide solutions in oral communication skills. The aim of this research is to find out how the implementation of the jigsaw method improves the oral communication skills of SMALB Tulungagung students. This research uses a qualitative method with a descriptive type. Descriptive research type is used as a procedure to propose problem solving by highlighting the state of the object being studied. Data collection took place from 01 August to 15 October 2023 at the Tulungagung State Special School. The results of the research showed that there was an increase in the oral communication skills of Tulungagung State High School students through the implementation of the jigsaw method in PAI subjects. The weakness of this research is that it does not cover all subjects so this research cannot yet be generalized and needs to be studied by further researchers

PENERAPAN METODE JIGSAW DALAM PEMBELAJARAN MENULIS TEKS PUISI PADA SISWA KELAS X SEMESTER II SMK NASYRUL ULUM GEGESIK TAHUN PELAJARAN 2022/2023

The study involved X grade students from SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The experimental class had 30 students from X TBSM 4, while the control class had 29 students from X TBSM 3. The study aimed to improve students' poetry writing skills in class X at SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The research questions focused on the effectiveness of the jigsaw model for teaching poetry writing to X TBSM students and the differences in learning activities using the jigsaw model. The study used a quantitative quasi-experimental design, with data collected through observations and pretest/posttest assessments. The statistical analysis showed that the jigsaw method was effective for teaching poetry writing to X grade students at SMK Nasyrul Ulum Gegesik during the 2022/2023 academic year. The observations also indicated increased student engagement in learning to write poetry texts using the jigsaw method.

Increasing the Results of Bullet Rejection Skills Using the Jigsaw Learning Method

This study aims to evaluate the impact of using the Jigsaw learning method in improving students' shot put skill outcomes. The Jigsaw method is applied in a classroom environment to facilitate group collaboration, where students are given the responsibility to learn a particular aspect of the shot put technique and then teach it to the rest of the group. The study involved observation of the learning process, evaluation of skill progress, and analysis of student responses using the PTK (class action research) method to students SMK Tamansiswa, Mojoagung, Kab. Jombang, with a total of 38 students. The results showed a significant improvement from the pre-cycle which was complete 5 students with 13.2%, incomplete 33 students and 86.8%. In cycle 1, 13 students with 34.2% were complete, while 25 students with 65.8% were incomplete. In cycle 2 100%, in students' in-depth understanding of the shot put technique, increased collaboration between students, and higher learning motivation. These results highlight the potential of the Jigsaw method as an effective approach in improving classroom skills in the sport of shot put. This study provides a foundation for further integration of collaborative learning methods in the context of teaching sport in schools

Efforts to Improve Learning Outcomes of Class X Science1 Students for the 2020/2021 Academic Year on Bacteria Material Using Cooperative Learning Method

The research aims to improve biological learning outcomes on bacterial material through cooperative learning with the jigsaw method for students of the X grade of IPA1 MAN 1 Serang in the Odd Semester of the 2020/2021 academic year. The study was conducted for six months, from July to December. The subject of the study was 32 students of the X grade of the 1st semester of Odd MAN 1 Serang. The class action research was conducted in two cycles. Each cycle consists of four stages: planning, taking action, observing, and reflecting. Data analysis used comparative descriptive analysis by comparing the initial values of class action research from the initial and final conditions. Data collection techniques using observation, documentation, testing, and non-testing techniques. Data is collected from no treatment conditions, cycles I and II results. The study's results show an increase of 8% in the average of the initial condition to cycle 1 with an average of 75 to 81. Cycle I to Cycle II increased by 13.58%, from 81 to 92. Initial to final conditions increase by 22.66% from the average value of 75 to 90. Students' learning activity and motivation increased.

Comparative Study on Think-Pair Share and Jigsaw Methods of Teaching Chemistry among S.H.S Students in Ghana.

This study compared the effect of think-pair-share and jigsaw methods of Teaching chemistry in the Ghanaian's senior high schools. The quasi-experimental design was adopted for the study. The population of the study was 100 S. H. S chemistry students in our lady of Lourdes Girls' Senior High school out of which a sample of 61 students on the same year group was selected using purposive and random sampling techniques. The instruments for data collection was chemistry test and it was validated by the lecturer. Data were collected by administering the instruments as pretest and posttest before and after treatment respectively. The data obtained were analyzed using mean, standard deviation and the t-test. The findings of the study showed a significant difference in the mean scores of the students taught using think-pair-share and those taught using jigsaw method in favour of think-pair share method. This was further certified by the value from the t-test which indicates a significant difference between the the two methods. From this study, it is therefore recommended that chemistry educators/ teachers be encouraged to integrate the think-pair-share method to facilitate more profound learning experiences and that workshops and seminars be organized for chemistry instructors to adequately and accurately incorporate the think-pair-share method into their teaching methodologies.

Assessment of effectiveness of practice teaching biology methods in collective learning: The pilot study

This study constitutes a pilot investigation conducted in the absence of a control group. Its objective was to evaluate the efficacy of practical learning within a collaborative setting among first-year students specializing in biotechnology. The research session focused on the topic “Methods for the development and production of biological products: The role of biological products in human life.” Sixteen students were divided into four groups of four students each. The lesson was facilitated using the Jigsaw group teaching method, integrating both theoretical and practical components. Pre- and post-class tests were administered to evaluate students' performance, revealing significant improvements after the session.The assessment of students who underwent the post-class test significantly exceeded their performance in the pre-class test. For theoretical questions, this yielded: T=14.478, P<0.001, and for practical questions: T=19.104, P<0.001. Additionally, the study revealed that the implementation of the Jigsaw method leads to a substantial increase in the percentage of students achieving high grades and a significant decrease in the proportion of students receiving low grades. The percentages of students receiving high grades increased by 43.75% (excellent) and 6.25% (good), while the percentage of low grades decreased by 50% (fair) and 12.5% (bad). This study provides empirical evidence supporting the utilization of collaborative, experiential learning approaches in enhancing biology education, particularly in fostering both theoretical understanding *and practical skills among students in the field of biotechnology.

The Effect of Video Media-Based Jigsaw Type Cooperative Learning Model to Increase Motivation and Science Learning Outcomes

The purpose of this research is to ascertain whether or not the Jigsaw method, which makes use of video media, improves the scientific motivation and cognitive learning results for fifth graders at SDN 2 Tekorejo. One component of the quantitative approach used in this research is the genuine experiment design technique. The experimental group and control group were selected using simple random selection from all fifth graders in five public primary schools in the Melati Cluster, Buay Madang Timur District, East OKU. Instruments for data collecting include surveys, exams, and observations; tests for normality and homogeneity, as well as independent t-tests, t-test samples, and gain tests, are used for data analysis. Students' levels of intrinsic desire to learn were found to be 0.49 in the control group and 0.78 in the experimental group, according to the N-Gain test. The experimental group's N-Gain test for cognitive learning outcomes was 0.65, but the control group's was just 0.43. Students' motivation and cognitive learning results were improved in the video-assisted jigsaw method class compared to the lecture method control class. It follows that students' motivation and cognitive learning results are impacted by the Jigsaw method with video media assistance.

Logistics Mode Innovation of Circulation Enterprises Based on Supply Chain Coordination

Logistics enterprises are emerging industries in the era of network information. In recent years, logistics enterprises have developed rapidly, which has promoted the national financial level and stimulated consumption, which has positive significance for the national and social economic development. However, with the increase of the scale of logistics enterprises, many products make up for the number, and the supply exceeds the demand, resulting in extravagance and waste of products and sharp consumption of social resources. Therefore, it is necessary to innovate the supply chain collaborative logistics mode based on information technology. Jigsaw method attaches great importance to the students’ cooperative learning and the teacher’s effective guidance in class. The introduction of jigsaw method into listening class is a new attempt for listening course. Therefore, the paper centers on the teaching procedure in a jigsaw classroom and the beneficial effects it produces. After one-year practice, it is found that the students’ desire to learn, effective cultivation of students’ awareness of responsibility, subjectivity and innovation were greatly improved. Hopefully, based on the students’ actual performance and aspirations, jigsaw method will be promoted in other courses in the future.

APPLICATION OF JIGSAW MODELS ON CARBON COMPOUND DERIVATIVES OF ALKANES MATERIALS TO FURTHER SCHOOLER ACTIVITIES

This research is motivated by the fact that there are low achievement levels and a need for more active student participation in the learning activities of. An action research study was conducted to improve student learning outcomes using the Jigsaw Method to address this issue. The stages in the cooperative learning Jigsaw method consist of forming original groups, assigning problems to each student, preparing students within expert teams, and returning students to their original groups. The classroom action research used in this study follows the Kemmis and Mc. The Taggart method is a self-spiraling system consisting of four stages: planning, action, observation, reflection, and re-planning. Data from the research were obtained from 1) Observation of student activity and teacher performance, 2) Formative tests at the end of each action, and 3) Student response scale questionnaires regarding Jigsaw cooperative learning. The data analysis technique used was simple qualitative descriptive statistics. The research results indicate the following: 1) Student activity index increased by 18.67% from cycle I to cycle II, 2) Improvement in student learning outcomes from pre-PTK to cycle I was 15.84%, and from cycle I to cycle II it was 9.16%, 3) Student response to learning reached a score of 77.93%, indicating that students responded positively to the learning.

Faktor Pendukung dan Penghambat Penerapan Metode Jigsaw pada Mata Pelajaran IPS Kelas V di Sekolah Dasar

This research describes the supporting and obstacle factors in implementing the jigsaw method in social studies learning for grade 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. The Miles and Huberman model data analysis technique which includes 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 the jigsaw method which requires time old and smart students tend not to want to be put together. The application of the jigsaw method in class V social studies learning in elementary schools begins with the preparation of learning tools such as lesson plans. The implementation process carried out by the teacher in learning includes 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 students.

Tashmiimu As’ilati at-Taqyiimi Lita’liimi al-Lughati al-Arabiyati a’la Asasi adz-Dzakaati al-Mutaaddidati

This research aims to design evaluation questions for Arabic language learning based on multiple intelligences. The research methodology employed is qualitative descriptive with a literature study approach. Data collection is conducted through documentation by analyzing relevant literature, references, and sources related to Arabic language learning and multiple intelligences theory. The data analysis results indicate that for linguistic intelligence, independent tasks can be used as the form of evaluation questions. In the context of kinesthetic intelligence, project-based tasks such as Arabic language dramas can be utilized. For musical intelligence, students can be asked to create children's songs using Arabic vocabulary. Regarding intrapersonal intelligence, group work methods such as the jigsaw method can be employed as the form of evaluation questions. In conclusion, by considering multiple intelligences in evaluating Arabic language learning, teachers can provide equal opportunities for all students to showcase their intelligence in Arabic language acquisition.

Implementation Of The Jigsaw Method To Improve Reading Comprehension Students’ Seventh Grade At SMP NU Karaban In Academic Year 2023/2024

Reading activity has many benefits especially for students in discovering and understanding knowledge during the learning process. In the reading process, students also need to understand the text they read. Reading discussion is a series of activities or processes carried out by readers to gain an understanding of what they are reading and aimed at obtaining information that is interesting to readers. There are several methods used to improve students' understanding of reading, one of which is the jigsaw method. Jigsaw has gained popularity as a method of learning English, especially in reading understanding. This research uses pre-experimental quantitative methods. The ceremony was held at SMP NU Karaban, located in the Karaban Village, Pati district, Central Java. This research was conducted through the following procedures: giving pre-test, treatment, and giving post-test. Data collected by tests. The results showed that there was a significant difference between the pre-test and post-test scores.. It can be seen from the data analysis using the t-test with a significance level of 5%. The result of the hypothesis is 0.000<0.05, indicating that the t-value <t-table. So, Ho is rejected, and Ha is accepted. The mean pre-test score of students was 69.39, and the mean post-test score of students in the experimental group was 88.39. So, it can be concluded that there is a significant difference between students' reading comprehension taught by using the Jigsaw Method.In the learning process using the Jigsaw method shows that students are very enthusiastic, active and also collaborative towards their goals

Status of pedagogical practices in Somaliland higher education institutions

Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.

The Effectiveness of Jigsaw Method in Learning Moral Creed at Al - Amri Integrated Islamic High School Probolinggo

The Jigsaw method applied to learning Aqidah Akhlak is an effective alternative method in improving students' understanding and social skills. This research involved students at the al-Amri Integrated Islamic High School as research subjects. This research aims to show the effectiveness of the Jigsaw method in learning Aqidah Akhlak at the Al-Amri Probolinggo Integrated Islamic High School. Data was collected through academic tests, observations and questionnaires. The results of this research confirm the effectiveness of the Jigsaw method in increasing students' understanding of Aqidah Akhlak. This helps teachers and schools in developing effective learning methods in the subject of Aqidah Akhlak. The Jigsaw method is very effective in improving students' social skills through the process of collaborating with other group members to understand and present material. In addition, the Jigsaw method can help students develop interpersonal communication skills