Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Indriwati, Sri Endah; Susilo, Herawati; Hermawan, Irwan

doi:10.22219/jpbi.v5i2.7888

Cited by 19 publications

(22 citation statements)

References 24 publications

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“…When students are assigned group work that includes problem-solving, they are expected to work together and discuss them as a group [ 59 ]. CL offers a wide range of benefits to students when implemented in a class, such as leadership, decision-making, communication, teamwork, and conflict management skills [ 60 ]. Marquez (2017) found that students performed better and fostered positive attitudes in CL groups than in a lecture-based TL environment [ 61 ].…”

Section: Introductionmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Introductionmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…The Jigsaw type of cooperative learning model can also have an impact on the desire of students to learn. As the results of research by Rachmah (2017), Indriwati et al, (2019), andSanaie et al, (2019) stated that the Jigsaw cooperative learning model has a positive effect on students' learning motivation. Even based on the research results of Sabbah (2016) and Khairunisa et al, (2019), the Jigsaw cooperative learning model affects students' reading ability.…”

Section: Resultsmentioning

confidence: 97%

“…Learning using the Jigsaw type of cooperative learning model is effective learning if it is used to train cohesiveness, friendly, communicative, and tolerant character because, cooperative learning is a form of learning that prioritizes cooperation between students in a group (Muslimin & Nur, 2000). As the results of the research by Indriwati et al, (2019) that the use of the Jigsaw type of cooperative learning model can improve student cooperation.…”

Section: Resultsmentioning

confidence: 99%

“…The research results of Juliana and Surya (2017) show that the use of the Jigsaw-type cooperative learning model affects students' self-confidence. In addition, the research results of Indriwati et al, (2019) show that the Jigsaw cooperative learning model can increase students' self-efficacy. This self-efficacy is related to the belief that the self has the ability to take the expected action.…”

Section: Resultsmentioning

confidence: 99%

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The influence of the Jigsaw learning model on mutual respect attitudes for grade VIII junior high school students

Nadya

Santoso

2021

j.civics

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This study aims to determine the effect of the use of Jigsaw learning model on mutual respect in grade VIII junior high school students. The study population consisted of 3 classes totaling 72 students. The sample of this research is class VIII students, amounting to 23 students. The determination of the sample class of this study was carried out using random sampling techniques. The research data were obtained through the distribution of pre-test and post-test in which validity were tested using the product moment formula. Research data were analyzed using quantitative techniques through independent sample t-test. The results showed that the use of the Jigsaw learning model had a significant effect on the mutual respect of students in the eighth grade. The results of this study can be a reference for education practitioners and related parties in an effort to instill mutual respect for students in schools, especially in the learning process.These findings can be further research material to find models, methods, or media that can be used by education practitioners and related parties for character education in schools.

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“…A quantitative study on teachers" and students" beliefs on the use of jigsaw learning strategy has been explored by Simsek and Baydar (2019) in Social Studies Department in Turkey. In the Indonesian context, several studies on jigsaw have also been conducted in various disciplines (Indriwati et al, 2019;Marhamah & Mulyadi, 2013;Suendarti, 2017), i.e. in Biology Education Department, in Islamic Education Department, and in Junior High School Science students, respectively.…”

Section: Introductionmentioning

confidence: 99%

Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs

Susanti

Subekti

2020

Pedagogy: JoELT

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The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.

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Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Cited by 19 publications

References 24 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

The influence of the Jigsaw learning model on mutual respect attitudes for grade VIII junior high school students

Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs

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