Use Of Jigsaw Research Articles

How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

<p style="text-align:justify">Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).</p>

Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics

Several earlier research investigated the use of Jigsaw to improve the quality of the online mathematics teaching-learning process. However, few studies have used the Jigsaw approach to improve the quality of online mathematics education, particularly in terms of motivation and learning results. To address this research gap, the goal is to outline the process of integrating the Jigsaw model in online learning and to demonstrate the importance of enhancing student motivation during the learning process. This study used the classroom action research approach, which involved 36 students from a high school in Central Java Province, Indonesia. The results of this investigation indicate that the application of Jigsaw can be done online using numerous procedures indicated in this study. Furthermore, the results indicate a considerable improvement in motivation and learning outcomes. The findings of this study are expected to serve as a reference for teachers on how to implement the Jigsaw model online.

Jigsaw, Think-Pair-Share and Coop-Coop Cooperative Instructional Strategies and Retention of Students’ Knowledge in Carbohydrate

Purpose: This paper aims to compare the effects of Jigsaw, Think-pair-share, and Coop-Coop Cooperative Instructional Strategies on the retention of students' knowledge in Carbohydrate in Jalingo metropolis, Taraba State, Nigeria. Methodology: The study employed a quasi-experimental non-randomized pre-test, post-test design. The study population comprised 1936 students in all 41 public secondary schools in Jalingo metropolis, Taraba State, Nigeria. The sample consisted of 322 students (males = 184, females = 138) drawn from the population. An Achievement Test in Carbohydrate (ATC), consisting of 50 multiple-choice questions, was used to collect data for the study. The reliability index of the ATC was estimated using Kuder-Richardson (K-20) and yielded a value of .86. Both descriptive statistics, including Mean and standard deviation, and inferential statistics, such as Analysis of Covariance, were adopted for the analysis. Findings: Findings revealed that students taught carbohydrates using Jigsaw retained knowledge more than their counterparts taught using think-pair-share and coop-coop cooperative instructional strategies. Significance: There was no significant difference between the mean retention scores of male and female students taught carbohydrates using Jigsaw, Think-pair-share, and Coop–Coop Cooperative Instructional Strategies. The interaction effects between instructional strategies and gender on retention were not statistically significant. Among other recommendations, it was suggested that there is a need for an urgent workshop to address the use of Jigsaw to teach organic concepts and operations to enable chemistry teachers to deploy it appropriately.

The use of Jigsaw II technique in Malay grammar learning

The Jigsaw II technique has been found to be effective in teaching and learning grammar based on cooperative learning. Therefore, this study was conducted to examine the effect of the use of the Jigsaw II technique on Form Four students’ attitudes and achievement in Malay grammar learning. Sixty-two students from two boarding schools in Kubang Pasu district, Kedah, Malaysia, were selected to participate in the study. They were divided into a treatment group and a control group. Thirty-one students of the treatment group used the Jigsaw II technique, while thirty-one students of the control group used the Gallery Walk technique. Both groups were given pre-test and post-test. Pre-attitude and post-attitude questionnaires were given to the treatment group only. Data was collected and analysed quantitatively using paired sample t-test, independent sample t-test, and simple linear regression test. The results showed a significant difference in achievement and attitudes for the treatment group in learning Malay grammar after using the Jigsaw II technique. The analysis also showed that the student’s attitude also influenced their achievement in learning Malay grammar based on the Jigsaw II technique. In conclusion, language teachers should choose and diversify cooperative learning techniques, such as the Jigsaw II technique, as this technique can also influence students’ achievement and attitudes in grammar learning.

Differences in Use of the Learning Model Jigsaw Type Cooperative with Talking Stick on Student Learning Results Class X OTKP SMKS Budisatrya Medan

Research Title: Differences in the Use of Jigsaw and Talking Stick Cooperative Learning Models on Archival Learning Outcomes of Class X OTKP Students at Budisatrya Private Vocational School in Medan for the 2021-2022 Academic Year. The purpose of the study was to determine the differences in the use of the Jigsaw Cooperative learning model with the Talking Stick on Archival learning outcomes. The research method uses Post-test Only Control Design. The population in the study were all students of class X OTKP SMKS Budisatrya Medan. The research sample is class X OTKP 1 and X OTKP 2 totaling 40 students. The research instrument used was interviews, tests, and documentation. The results obtained that the tcount value is greater than ttable, where tcount = 2.272 > ttable = 1.685. Thus, H0 is rejected and Ha is accepted. Conclusion: there are differences in the use of the Jigsaw Cooperative learning model with the Talking Stick on student archive learning outcomes.

Use of Jigsaw 1 Cooperative Learning Strategy to Enhance Academic Performance of Students of Varying Cognitive Styles

The aim of this study was to determine the Use of Jigsaw 1 Cooperative Learning Strategy to enhance academic performance of students of varying Cognitive Styles. The research design used for this study was quasi-experimental design of non-equivalent group involving pretest and posttest. The population of this study was 1,677 (1,000 males and 677 females) Upper Basic II students for 2018/2019 academic session. Sample size of 63 (38 males and 25 females) students were randomly selected using a simple random sampling technique. Cognitive Style Test (CST) and Basic Science Academic Performance Test (BSAPT) were the instruments used for data collection. The instrument was adapted and validated by 5 experts. The Pearson-Product Moment Correlation Coefficient was used to determine the reliability coefficient of BSAPT. The reliability coefficients found was 0.81. Four research questions were raised and four null hypotheses were tested. Descriptive statistics of mean and standard deviation were used for answering the research questions. Inferential statistics of t-test independent was the statistical tool used for testing the hypotheses at p ≤ 0.05 level of significance. The findings among others revealed that: there was a significant difference between the mean academic performance scores of the experimental group and the control group in favour of the experimental group. Also Jigsaw 1 Cooperative Learning Strategy was gender friendly. It was therefore, recommended among others that Jigsaw 1 Cooperative Learning Strategy should be used to teach all students irrespective of cognitive and gender.

META-ANALYSIS OF THE EFFECT OF THE USE OF JIGSAW TYPE COOPERATIVE MODEL ON STUDENT LEARNING OUTCOMES IN LEARNING NATURAL SCIENCE IN JUNIOR HIGH SCHOOL AND PHYSICS IN SENIOR HIGH SCHOOL

This meta-analysis study aims to analyze the effect size of the use of the jigsaw cooperative model based on education level, material units, and aspects of learning outcomes including knowledge, attitudes, and skills. The research method used is a meta-analysis of 25 articles that have been published in various national and international journals and proceedings. The results of this study are as follows: (1) The use of the type cooperative model jigsaw in improving learning outcomes based on education level, more have an effect on the high school level; (2) The use of the jigsaw type cooperative model in improve learning outcome based on material units, more influential on units optics and thermodynamics material for high school level and affect the unit thermodynamics and vibration & wave materials for junior high school level; (3) The use of the type cooperative model jigsaw in improving learning outcomes has an effect on aspects of attitude, knowledge, and skills.

The Use of Jigsaw to Improve the Student's Vocabulary for The Eight Year Students of MTs Miftahul Ulum

Abstract
 Vocabulary is an essential means in conducting communication. Developing students’ vocabulary is one of the important tasks for English teachers. The researcher as a teacher used jigsaw as a technique in teaching vocabulary. Mastering English vocabularies is the first key to master English well. Jigsaw strategy is an efficient way to learn the course material in a cooperative learning style. The purpose of this research is to improve the students’ vocabulary using jigsaw. This is a classroom action research. The result shows that after implementing the jigsaw, the students’ vocabulary had a strong improvement. The students’ improvement can be seen from the students’ participation during the lesson and their score. The use of jigsaw had given a positive effect to the students’ vocabulary ability. The effect was not only for their vocabulary but also for their motivation and their interest to English.

JIGSAW AND EDUCATIONAL GAME: A FUN LEARNING TO ENHANCE READING SKILL

This research aims to investigate the use of jigsaw and educational game to maximize the sophomores’ reading skill. To find out the sophomores’ burden in reading activities, the researcher distributed questionnaires and did the data analysis by combining the qualitative and quantitative research methods. The researchers investigated 20 students to find out the combination influence of jigsaw and educational games to enhance the students’ reading skill. The students found reading difficult since it covered many features and a lot of vocabulary items and idiomatic expressions that the readers were supposed to understand as well. This is also because they had to understand other aspects like translation, scanning, and skimming. It moreover made the reading activity frustrating. The combination techniques of Jigsaw and educational game proved effective and fun since the result from the students’ test showed positive; around 80% of the sophomores understood the reading texts better which could be seen in the test result from the reading texts’ questions. The researcher combined descriptive qualitative and quantitative data to report the students’ result towards the reading texts. From the qualitative method, researcher investigated the students’ attitude towards reading 3 subjects by observing, taking notes and interviewing the students. From the quantitative data, the researcher investigated the students’ ability in reading by distributing a test instrument to get the students’ scores before and after they got the treatment of the jigsaw and educational games in the Reading 3 class. The tests were taken from TOEFL reading part test. The researcher chose the reading texts from the TOEFL passages since the sophomores got TOEFL materials for their Reading 3. Twenty students from STIBA took part. The results showed that if the researcher applied the combination strategies both jigsaw and educational games, the students’ understanding improved, and they also got fun learning activities in Reading 3.

THE EFFECT OF JIGSAW INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ KNOWLEDGE RETENTION IN PHYSICS IN JOS, NIGERIA

The objective of the study was to determine the effect of jigsaw instructional strategy (JIS) on students’ knowledge retention towards physics, based on score levels and gender. The study was a quasi-experimental, pre-test and post-test control group design. Purposive sampling technique was used to select two schools, from which two intact classes of senior secondary school two students in physics were involved in the study. A total of 84 students comprising the experimental and control groups (experimental group = 43; control group = 41) took part in the study. The instrument used for data collection was Physics Retention Test (PRT). The reliability of PRT was ensured using Kuder Richardson formula-21, with a reliability coefficient of 0.79. Four research questions raised in the study were answered using frequency, percentage, mean and standard deviation while the hypotheses formulated were tested using t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings from the study showed that JIS improved students’ knowledge retention in physics irrespective of gender and score level. It was recommended that teachers should include the use of jigsaw instructional strategy for improving the teaching and learning of physics in Nigeria senior schools. Article visualizations:

The Implementation of Jigsaw Technique with Musical Background in Comprehending Reading Text

This research studies the impact of the implementation of the Jigsaw technique with a musical background to comprehend reading at Senior high school in Sidrap, Indonesia. This research uses a quasi-experimental method to answer the question, "is the use of Jigsaw with a musical background as a technique able to improve the reading comprehension of senior high students at senior high school? This research also uses a random sampling technique to select the sample in the experimental and control class. The data is analyzed by using descriptive statistics. The result of the calculation of students' scores from the post-test indicates that there is a significant improvement in students' comprehension achievement before and after learning reading by using the Jigsaw technique with background music. The result of this research finally shows that the use of the Jigsaw technique with background music improves the reading comprehension of the eleventh-grade students of senior high school in Sidrap, Indonesia. It is proved by the students' comprehension in the reading text that was 42.3 in their pre-test, but increasing in the post-test by mean score was 63.35. It means that the alternative hypothesis is accepted, which the t-test value is more significant than the t-table value. In the post-test, the t-test value is 11.92, while the t-table value is 2.042. Based on the result of data analysis, the writer concludes that using the Jigsaw technique with background music is useful to improve the reading comprehension of the student in reading text.

The Implementation of Jigsaw Technique with Musical Background in Comprehending Reading Text

This research studies the impact of the implementation of the Jigsaw technique with a musical background to comprehend reading at Senior high school in Sidrap, Indonesia. This research uses a quasi-experimental method to answer the question, "is the use of Jigsaw with a musical background as a technique able to improve the reading comprehension of senior high students at senior high school? This research also uses a random sampling technique to select the sample in the experimental and control class. The data is analyzed by using descriptive statistics. The result of the calculation of students' scores from the post-test indicates that there is a significant improvement in students' comprehension achievement before and after learning reading by using the Jigsaw technique with background music. The result of this research finally shows that the use of the Jigsaw technique with background music improves the reading comprehension of the eleventh-grade students of senior high school in Sidrap, Indonesia. It is proved by the students' comprehension in the reading text that was 42.3 in their pre-test, but increasing in the post-test by mean score was 63.35. It means that the alternative hypothesis is accepted, which the t-test value is more significant than the t-table value. In the post-test, the t-test value is 11.92, while the t-table value is 2.042. Based on the result of data analysis, the writer concludes that using the Jigsaw technique with background music is useful to improve the reading comprehension of the student in reading text.

Upaya Meningkatkan Hasil Belajar dan Aktivitas Siswa Menggunakan Cooperative Learning Tipe Jigsaw di Kelas IV Sekolah Dasar

The purpose of this research is to improve the learning results and activities of students in mathematics subjects namely grade IV SD Negeri 199 Palembang with Cooperative Learning Type Jigsaw model. Researched using class action research methods. The problems in this study are whether the use of The Jigsaw Type Cooperative Learning model can improve the math learning outcomes of grade IV students of SD Negeri 199 Palembang and how students activity towards the use of Cooperative Learning Model Type Jigsaw used by researchers. The subject is a student in a class of 28 people. The data collection techniques used are tests and observations. Data obtained by the average result was 61.8 at the time before the improvement, an increase of (15.5%) to 71.4 in cycle I, and up again (22.9%) 87.7 in cycle II. Meanwhile, student activity in cycle I is 57%. increased to 93% in cycle II.

Penggunaan Model Pembelajaran Kooperatif Jigsaw Untuk Meningkatkan Hasil Belajar Matematika Pada Siswa Kelas XII SMA Negeri 8 Pandeglang

Mathematics learning outcomes of SMA Negeri 8 Pandeglang students are still low compared to other subjects. The low learning outcomes of students of SMA Negeri 8 Pandeglang are caused by many factors, including: 1) some students still think mathematics is a difficult and boring subject; 2) students are less active and creative in learning; 3) teachers are less varied in using conventional approaches. One effort to overcome these problems in this study the authors use a Jigsaw cooperative learning model.
 This research was conducted at SMA Negeri 8 Pandeglang, conducted in August 2017 to September 2017. The type of this research was Classroom Action Research (CAR). Based on the results of this study indicate that the use of Jigsaw learning models on the material Dimension Three student learning outcomes increase. It was shown the average value of the class from 44.86 in daily tests KD 3.1 to 71.09 in the first cycle and the average value to 76.41 in the second cycle. This is indicated by the value of mastery learning KD 3.1 of 34.34% increased to 46.88% in the first cycle and to be 68.75% in the second cycle.
 Based on data analysis and discussion of research results, the authors conclude that the use of Jigsaw's cooperative learning model can improve mathematics learning outcomes in basic competencies mendeskripsikan jarak dalam ruang (antar titik, titik ke garis, dan titik ke bidang).
 Keywords : Learning Outcomes, Cooperative Learning, Jigsaw

Teachers Solutions to English Teaching and Learning Problems at Senior High Schools, An Analysis of Teachers Classroom Action Research Reports

This study was conducted to investigate the solutions to English teaching and learning problems at senior high schools in teachers classroom action research reports. The methodology of this study was a content analysis of the problems and solutions in teachers classroom action research reports. The data were the problems and teachers solutions in the English teaching and learning at senior high school in teachers classroom action research reports. The data sources were thirtyone reports of listening, speaking, reading, writing, and lexicogrammar. This study found that the teachers utilized various technique or method to solve the problems in four skills and lexicogrammar (such as, quartet cards, jigsaw, a series of pictures, etc.), even though they had similar problems. There were two solutions in listening problems, eleven solutions in speaking problems, eight solutions in reading problems, six solutions in writing problems, and one solution in lexicogrammar problem. Furthermore, there were reports which had different problems similar solutions (the use of quartet cards in speaking), and similar problems similar solutions (the use of jigsaw in reading and the use of series of pictures in writing).

Teachers’ Solutions to English Teaching and Learning Problems at Senior High Schools: An Analysis of Teachers’ Classroom Action Research Reports

This study was conducted to investigate the solutions to English teaching and learning problems at senior high schools in teachers’ classroom action research reports. The methodology of this study was a content analysis of the problems and solutions in teachers’ classroom action research reports. The data were the problems and teachers’ solutions in the English teaching and learning at senior high school in teachers’ classroom action research reports. The data sources were thirty-one reports of listening, speaking, reading, writing, and lexicogrammar. This study found that the teachers utilized various technique or method to solve the problems in four skills and lexicogrammar (such as, quartet cards, jigsaw, a series of pictures, etc.), even though they had similar problems. There were two solutions in listening problems, eleven solutions in speaking problems, eight solutions in reading problems, six solutions in writing problems, and one solution in lexicogrammar problem. Furthermore, there were reports which had different problems-similar solutions (the use of quartet cards in speaking), and similar problems-similar solutions (the use of jigsaw in reading and the use of series of pictures in writing).
 

Effects of Jigsaw IV Cooperative Learning Strategy on Students’ Academic Performance in Organic Chemistry in Zaria Education Zone, Kaduna State, Nigeria

This study investigated the effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Students’ Academic Performance in Organic Chemistry in Zaria Education Zone. A pretest and posttest Quasi-experimental research design was used for the study which featured two groups (Experimental and Control groups). The experimental group was exposed to Jigsaw IV Cooperative Learning Strategy while the control group was taught using Conventional Method of Teaching (CMT). A Sample sizes of 234 students selected from two Senior Secondary Schools in Zaria Education zone was used as the study sample, drawn from a population of 11 schools with a total of 1154 students. The two schools selected, were pretested, to find their academic equivalence before the treatment. The instrument developed was Organic Chemistry Performance Test (OCPT) with a reliability coefficient of 0.88 was used for data collection. The data collected was analyzed using Mean scores, Standard deviation, Analysis of Covariate (ANCOVA) and t-test statistics at P≤ 0.05 level of significance. The findings indicated that, there is significant difference between the mean performance scores of science students taught Organic Chemistry concepts with Jigsaw IV Cooperative Learning Strategy and their counterparts taught with CMT in Zaria Education zone. However, students’ gender had no influence on their academic performance. Based on the findings, it was recommended among others that Chemistry teachers should incorporate into main streams of pedagogy in the teaching of chemistry at Senior Secondary Schools the use of Jigsaw IV Cooperative Learning Strategy to improve students’ cognitive and affective outcomes among others. Keywords: Jigsaw IV Cooperative Learning Strategy, Academic Performance, Organic Chemistry DOI : 10.7176/CMR/11-9-03 Publication date: November 30 th 2019

Enhancing Students' Reading Comprehension Through Jigsaw

This article mainly describes the use of jigsaw as one the collaborative learning strategies in learning that could foster students' reading comprehension. It is assumed that Jigsaw could enhance students' achievement in reading skill. Therefore, test and questionnaire were used in this research to investigate the effect of Jigsaw and students' response towards Jigsaw applied by the teacher. Finally, Jigsaw implicates students' achievement become better and it forces students to be a teacher speaking up their idea to the other group

THE APPLICATION OF COOPERATIVE LEARNING: JIGSAW II TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION OF EXPOSITORY TEXT

The research was conducted to find out whether or not the use of Jigsaw II technique improves the reading comprehension significantly better than the use of the conventional method of the eleventh grade students of SMA Negeri 8 Takalar, it covered students’ literal comprehension, inferential comprehension and critical comprehension of expository text and whether or not the students are interested in the use of Jigsaw II technique in learning reading of expository text. This research method employed was quasi-experiment. The research data were obtained through the test and questionnaire which were analyzed by SPSS 17.0 program. Data of test were analyzed using T-test to know students’ reading comprehension in terms of literal, inferential, and critical of expository text. Data of the questionnaire were analyzed by using descriptive statistics to see the students’ interest in joining the reading class of expository text through Jigsaw II technique. The research findings indicated that (1) Jigsaw II technique gave a higher contribution to the students’ reading comprehension of expository text. The mean score of pretest of the experimental and control group was significantly different after treatment by using Jigsaw II technique. The mean score of posttest of the experimental group was higher than the control group (84.16 > 62.91). Thus, the use of Jigsaw II technique was effective. Besides, all the three levels of comprehension improved after doing treatment; the literal comprehension got the highest improvement was 92.19>76.69. It was followed by inferential comprehension which got 83.75>66.25, and critical comprehension which got76.56 > 42.81.

PENINGKATAN AKTIVITAS BELAJAR PKn MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW SISWA KELAS V SD NEGERI 005 KOTO PERAMBAHAN KECAMATAN KAMPAR TIMUR KABUPATEN KAMPAR

This research aims increased the civics learning activities using the jigsaw learning model in class V SD Negeri005 Koto Perambahan Kecamatan Kampar Timur Kabupaten Kampar. This research was conducted at SDNegeri 005 Koto Perambahan Kecamatan Kampar Timur Kabupaten Kampar. The subject of this research is thestudents of class V with the number of students 34. This research was conducted two cycles. Each cycle uses theprocedure of research implementation that is planning, implementation of action, observation and reflection.The results of research showed student learning outcomes that in cycle I of the first meeting, the total number ofcomplete students is 11 students (32,35%). In the cycle I of the second meeting, the total number of completestudents is 13 students (38,23%). In the cycle I of the third meeting, the total number of complete students is 15students (44,11%). Furthermore, in the cycle II of the first meeting there is an increase in student learningoutcomes, the total number of complete students is 17 students (50%). In the cycle II of the second meeting, thetotal number of complete students is 19 students (55,88%). In the cycle II of the third meeting, the total numberof complete students is 25 students (73,52%). Based on the result of the research it can be concluded that the useof jigsaw learning model can improve the civics learning activities on materials explain the importance of theUnitary State of the Republic Indonesia students of class V SD Negeri 005 Koto Perambahan KecamatanKampar Timur Kabupaten Kampar.