Jigsaw learning strategy is considered effective in enhancing students’ learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher’s lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.

Developing the early-year children's engagement is crucial to promote their interest in learning, particularly in the science-related lessons. This article reports about the engagement of 15 early-year children in a childhood education program in Jambi city Indonesia and their recognition of some scientific phenomena discussed during the lesson. A classroom case-study research design was used to collect data. The children were involved in talking about daily scientific phenomena using a question and answer (Q&A) method in four meetings for 60 minutes each. The data about the children's engagement during the lessons were collected using the Gutman-style classroom observations and the data about the science recognition of the children were collected from the voice-recorder-assisted classroom dialogues. The data about the children's engagement were analyzed using a quantitative method while the data about the children's science recognition were analyzed descriptively. The results showed that the children's participation increased during the lessons that encompass the aspects of listening to the teacher, answering and posing questions, and sharing personal interest. The results also revealed that the children had recognized six scientific phenomena that included the phenomena about pointed objects, air, water, temperature, mirror, and wings. These results inferred that the engagement of the earlyyear children can be enhanced by using the Q&A activities and involving them in a scientific-driven dialogue. These results also inferred that the early-year children had been aware about and recognized some scientific phenomena which were pre-existed in their daily life that need to be furtherly developed in class using appropriate teaching methods.