Using Jigsaw Technique as an Effective Way of Promoting Co-Operative Learning Among Primary Six Pupils in Fijai

Adams, Francis Hull

doi:10.18488/journal.61/2013.1.6/61.6.64.74

Cited by 33 publications

(24 citation statements)

References 3 publications

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“…There are several cooperative learning models, namely Student Team Achievement Division (STAD), Jigsaw, Group Investigation (GI), and Structural Approach. Cooperative learning models that are able to increase motivation and learning achievement include STAD and Jigsaw Student Team (Mulyati, Anitah, Sunardi, 2013: 337-344;Jansoon, Samsook, & Coll, 2008;Adams, 2013;Yusuf, Gambari , & Olumorin, 2012). The STAD learning model has several advantages including the interaction between students, mutual respect, and increasing intrapersonal skills.…”

Section: Introductionmentioning

confidence: 99%

Experimentation of STAD and Jigsaw Learning Models on Learning Achievements in terms of Learning Motivation

Berlyana¹,

Purwaningsih²

2019

International Journal of Educational Research Review

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The purpose of this study was to compare the value of the pretest and posttest in the experimentation of the STAD and Jigsaw learning models on learning achievement in terms of learning motivation. This research is a quantitative research with an experimental method. The population of this study was all X grade students of IPS of SMA Negeri 3 Boyolali in the Academic Year of 2017/2018with a total of 108 students, the study sample was determined by a cluster sampling technique of 2 classes with a total sample of 72 students. The learning model in the experimental class used the STAD method and the control class used the Jigsaw method. Data collection techniques in this study were the method of documentation, tests, and questionnaires. The research hypothesis test used two-way analysis of variance with a 2x2 factorial design and a significant level of 5%. The analysis prerequisite test that is carried out is the normality test and homogeneity test using SPSS 23. From the results of the analysis it can be concluded that (1) differences in the effect of economic learning achievement between students who learn using STAD and Jigsaw cooperative learning models; (2) differences in the effect of learning motivation of students using STAD and Jigsaw cooperative models on economic learning achievement; (3) whether there is an influence of the interaction between the learning model and the learning motivation of students on economic learning achievement.

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Section: Introductionmentioning

confidence: 99%

Experimentation of STAD and Jigsaw Learning Models on Learning Achievements in terms of Learning Motivation

Berlyana¹,

Purwaningsih²

2019

International Journal of Educational Research Review

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“…It was known with its expert group and original group [13]. It was believed this technique can increase students' enthusiasm to get good academic [15]. Studies had proved it could improve students' achievement, e.g.…”

Section: Methodsmentioning

confidence: 99%

A Comparative Study of the Effectiveness between Jigsaw technique and Conventional technique on Reading Comprehension for Grade VII Students of State Junior High School in Purwokerto

Rufaida¹,

Haryadi²

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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The study aims to compare the effectiveness of the Jigsaw technique and Conventional technique in improving the students' reading comprehension ability on the descriptive text material of year VII. This research was quasi experiment conducted at State Junior High School 2 Purwokerto in the second semester of the academic year of 2017/2018. The Jigsaw and Conventional techniques were the independent variables, while students' reading comprehension ability was the dependent variable. The Jigsaw and Conventional classes consisted of 34, and 33 students respectively. The data collection used a test which had been tested theoretically and empirically by related experts. After the data were collected, the hypothesis testing used the t-test. The result of the hypothesis testing shows that the Jigsaw and Conventional techniques can improve students' reading comprehension ability. The Jigsaw technique proves to be more effective technique than Conventional technique. This can be seen from: (1) the post-test score, (2)the result of the t-test, which shows that the Jigsaw and Conventional classes show differences, (3) the Jigsaw class gets the higher average post-test score than Conventional class. Therefore, it can be concluded that the Jigsaw technique can be a good technique to improve students' reading comprehension ability in descriptive texts.

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“…It was known with its expert group and original group [1]. It was believed this technique can increase students' enthusiasm to get good academic [2]. According to Holliday & Dwriht C (2000): the steps of Jigsaw IV have also evolved into nine: first, course presentations; second, establishment of expert questions; third, mastering the corresponding questions in expert groups; fourth, experts group testing; fifth, members of expert group returning to their home group to impart knowledge; sixth, home group testing; seventh, review of the competition mechanism (using the integral game system); eighth, evaluation and assessment; ninth, teacher's explanation according to the actual situation of the course and students [3].…”

Section: A the Reasons For This Researchmentioning

confidence: 99%

Experimental Research in English Reading Classroom Instruction of Non-English Major Junior College Students from the Perspective of Jigsaw IV*

Tang¹,

Peng²

2020

Proceedings of the 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020)

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It is taken for granted that traditional instruction method in EFL classroom is useful, such as grammar translation method, induction method and deduction method, etc. However, there is an argument against this approach, especially for non-English major junior college students. For the non-English major junior college students, it may put them tired and bored in English reading class. The author considered that the theory of cooperative language learning lays a theoretical foundation for the study of non-English major junior college students in EFL teaching, so this paper presents an experimental research in English reading classroom from the perspective of Jigsaw IV. The research is carried out in two classes, of which one is traditional grammar translation method class; the other is the experimental class of Jigsaw reading. The result of the research is that students in the experimental are more active and effective than the traditional English reading class. The application of Jigsaw IV aims to help students improve their active participation, learning confidence, communicative ability and get better English reading achievement. The research has proved that it is more effective to take Jigsaw IV approach in English reading class for junior college students.

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Using Jigsaw Technique as an Effective Way of Promoting Co-Operative Learning Among Primary Six Pupils in Fijai

Cited by 33 publications

References 3 publications

Experimentation of STAD and Jigsaw Learning Models on Learning Achievements in terms of Learning Motivation

Experimentation of STAD and Jigsaw Learning Models on Learning Achievements in terms of Learning Motivation

A Comparative Study of the Effectiveness between Jigsaw technique and Conventional technique on Reading Comprehension for Grade VII Students of State Junior High School in Purwokerto

Experimental Research in English Reading Classroom Instruction of Non-English Major Junior College Students from the Perspective of Jigsaw IV*

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