Author: Nazaruddin Ali Basyah
Institution: Asnawi Muslem
Author: Bustami Usman
Year of publication: 2018
Source: Show
Pages: 30-40
DOI Number: 10.15804/tner.2018.51.1.02
PDF: tner/201801/tner20180102.pdf

The objective of this study was to investigate whether the use of the Jigsaw model in teaching-learning Economics could improve the results of Senior High School Students in Banda Aceh, Indonesia. A quasi-experimental design was used in this study, which used 60 randomly sampled second year (Grade 11) High School students for the sample, divided into two classes of 30; one the experimental group (EG) and the other the control group (CG). The two groups were homogenous in terms of their initial ability. The instrument used in this study was an essay test. T-test was used to analyse the data collected. The results from the post-test showed that there was then a significant positive difference between the two groups in terms of the students’ achievements in economics; after the EG had been taught-learnt using the Jigsaw model for three months, they got significantly higher results in their economics essays than the CG students, who had been taught economics using the standard model and had not used Jigsaw. The implications of this study show that the use of the Jigsaw model in teaching-learning economics can be a model for improving students’ achievement.

Halim, A.A., Aziz, H.A., Johari, M.A.M., & Ariffin, K.S. (2010). Comparison study of ammonia and COD adsorption on zeolite, activated carbon and composite materials in landfill leachate treatment. Desalination, 262(1-3), 31-35.
Briggs, S.A. (1994). Counseling Students Through Their Individual Learning. Massachusetts: Allwyn and Bacon.
Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning Design. AACE Journal, 16(2), 137-159.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale N.J.: L. Erlbaum Associates
Colosi, J.C., & Zales, C.R. (1998). Jigsaw cooperative learning improves biology labcourses. Bioscience, 48(2), 118- 124.
Doymus, K., Karacop, A., & Simsek, U. (2010). Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry. Educational Technology Research and Development, 58(6), 671-691.
Dunn, R. and Dunn, K. (2008). Learning Style Inventory Development and Research:
Reston, Virginia : Reston Publishing
Hornby, G. (2009). The Effectiveness of Co-operative Learning With Trainee Teachers. Journal of Education for Teaching, 35(2), 161 - 168.
Jalilifar, A. (2010). The Effect of Co-operative Learning Techniques On College Students’ Reading Comprehension. Systems, 38(1), 96- 108.
Johnston, C.G., James, R.H., Lye, J.N., & McDonald, I.M. (2000). An Evaluation Of Collaborative Problem Solving For Learning Economics. The Journal of Economic Education,31(1):13-29.
Lai, C.Y., & Wu, CC. (2006). Using handhelds in a Jigsaw cooperative learning environment. Journal of Computer Assisted Learning, 22(4), 284-297.
Kam-Wing, C. (2004). Using ‘Jigsaw II’ in teacher education programmes. Hong Kong Teachers’ Centre Journal, 3, 91-97.
Majoka, M.I., Khan, M.S., & Shah, S. (2011). Effectiveness of Cooperative Learning For Teaching Social Studies to Different Abilities at Elementary Levels. Interdisciplinary Journal of Contemporary Research in Business, 2(11), 486-495.
Marburger, DR. (2005). Comparing Student Performance Using Co-operative Learning. International Review of Economics Education, 4(1), 46-57.
Martin, G.A., & Double, J.M. (1998). Developing Higher Education Teaching Skills

Through Peer Observation and Collaborative Reflection. Innovations in Education and Training International, 35(2), 161- 170.
McDougall, K., & Gimple, D. (1985). Cooperative Learning Strategies for Teaching Small Group Communication: Research and Application. 
Muslem, A., & Abbas, M. (2017). The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud. International Journal of Instruction, 10(1), 203-218.
Oxford, R.L. (Ed.). (2003). Language Learning Styles and Strategies. Heinle & Heinle Publisher, Mouton de Gruyter.
Robani, A. (2008). Towards Successful Transformation into K-Economy: Assessing the Evolution and Contributions of Techno-science Parks in Malaysia.
Sahin, A. (2010). Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course. Educational Research and Reviews, 5(12), 777.
Schuhmann, P.W., McGoldrick, K., & Burrus, RT. (2005). Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy. The American Economist, 49-65.
Sharan, S., & Hertz-Lazarowitz, R. (1980). A group-investigation method of cooperative learning in the classroom. Cooperation in education, 14-46.
Slavin, RE. (1980). Cooperative learning. Review of educational research, 50(2), 315-342.
Slish, D.F. (2005). Assessment of the Use of the Jigsaw Method and Active Learning in Non-Majors, Introductory Biology. Bioscene: Journal of College Biology Teaching, 31(4), 4-10.
Soh, L.K. (2006). Implementing the jigsaw model in CS1 closed labs. In ACM SIGCSE Bulletin (Vol. 38, No. 3, pp. 163- 167). ACM.
Wolf, EM. (1986). Meta-analysis: Quantitative Methods for Research Synthesis. Sage Publications, Inc. (Vol. 59).
Zain, Z.M., Subramaniam, G., Rashid, A.A., & Ghani, E.K. (2009). Teaching Economics Using Co-operative Learning Approach: Accounting Students’ Performance and Attitude. Canadian Social Science, 5(6), 92.

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart

Korzystając z naszej strony, wyrażasz zgodę na wykorzystywanie przez nas plików cookies . Zaktualizowaliśmy naszą politykę przetwarzania danych osobowych (RODO). Więcej o samym RODO dowiesz się tutaj.