Jigsaw in teaching circulatory system: a learning activity on elementary science classroom
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.122-134Keywords:
Circulatory System, cognitive achievement, collaborative, cooperative, jigsawAbstract
Jigsaw type cooperative learning is explored again to train students from an early age to become a small expert to reveal the effects it has on the cognitive achievement of elementary students. The study was conducted at one of the public schools in Ambon City, preceded by a placement test on the classes used. The cognitive learning achievement test instrument was developed with a cognitive load reaching C4 and has met the instrument quality prerequisite tests. The results of the study prove that there are differences in student learning outcomes in learning with Jigsaw and Example Non-Example (ENE) types. The corrected mean score showed that the treatment group was 25,856 points higher than the control group. This means that Jigsaw is superior in improving student cognitive achievement compared to ENE. Thus, Jigsaw can be used in other learning in elementary school because it has the potential to enhance student learning outcomes. Further studies are needed to uncover the potential of Jigsaw to empower various types of learning outcomes and other thinking skills.
References
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Regina, N., O. (2014). Classroom management: A tool for achieving quality secondary school education in Nigeria. International Journal of Education, 6(2), 58-68. Doi: https://doi.org/10.5296/ije.v6i2.5616
Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement, and learning outcomes in a first-year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 1–14. Doi: https://doi.org/10.1186/s41239-018-0113-2
Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5–14. Doi: https://doi.org/10.1080/03004279.2015.963370
Stewart, F. (2019). The human development approach: An overview. Oxford Development Studies, 47(2), 135–153. Doi: https://doi.org/10.1080/13600818.2019.1585793
Sulisworo, D., Nasir, R., & Maryani, I. (2016). Identification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81–90. Doi: https://doi.org/10.5861/ijrse.2016.1519
Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013) A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Research in Science & Technological Education, 31(2), 184-203. Doi: https://doi.org/10.1080/02635143.2013.811404
Warju, Prawiro, S., Soenarto, & Hartmann, M. D. (2017). Evaluating the implementation of green school (adiwiyata) program : Evidence from Indonesia. International Journal of Environmental & Science Education, 12(6), 1483–1501. Retrieved from: http://www.ijese.net/makale_indir/1914
Wilson, J. A., Pegram, A. H., Battise, D. M., & Robinson, A. M. (2017). Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements. Currents in Pharmacy Teaching and Learning, 9(6), 1151–1159. Doi: https://doi.org/10.1016/j.cptl.2017.07.028
Zahara, H. S., & Atun, S. (2018). Effect of science-technology-society approach on senior high school students’ scientific literacy and social skills. Journal of Turkish Science Education, 15(2), 30–38. Doi: https://doi.org/10.12973/tused.10228a
Ammade, S., Mahmud, M., Jabu, B., & Tahmir, S. (2018). Integrating technology in english language teaching: Global experiences and lessons for Indonesia. International Journal of English Linguistics, 8(6), 107. Doi: https://doi.org/10.5539/ijel.v8n6p107
As’ari, A. R., Mahmudi, A., & Nuerlaelah, E. (2017). Our prospective mathematic teachers are not critical thinkers yet. Journal on Mathematics Education, 8(2), 145–156. Doi: https://doi.org/10.22342/jme.8.2.3961.145-156
Badri, M., Nuaimi, A. Al, Guang, Y., & Rashedi, A. Al. (2017). School performance, social networking effects, and learning of school children: Evidence of reciprocal relationships in Abu Dhabi. Telematics and Informatics, 34(8), 1433–1444. Doi: https://doi.org/10.1016/j.tele.2017.06.006
Batlolona, J. R. (2019). Creative Thinking Skills Students in Physics on Solid Material Elasticity. 16(1), 48–61. Doi: https://doi.org/10.12973/tused.10265a
Britton, B. (2003). Diseases and Disorders Hemophilia. USA: The Gale Group, Inc.
Buhr, G. T., Heflin, M. T., White, H. K., & Pinheiro, S. O. (2014). Using the jigsaw cooperative learning method to teach medical students about long-term and postacute care. Journal of the American Medical Directors Association, 15(6), 429–434. Doi: https://doi.org/10.1016/j.jamda.2014.01.015
Deerfield, A. (2019). Quantile regression analysis of cooperative learning effects. International Review of Economics Education, 30. Doi: https://doi.org/10.1016/j.iree.2018.04.001
Erbil, D. G., & Kocabaş, A. (2018). Cooperative learning as a democratic learning method. Journal of Research in Childhood Education, 32(1), 81–93. Doi: https://doi.org/10.1080/02568543.2017.1385548
Hennebry, M. L., & Fordyce, K. (2018). Cooperative learning on an international masters. Higher Education Research and Development, 37(2), 270–284. Doi: https://doi.org/10.1080/07294360.2017.1359150
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. Doi: https://doi.org/10.3102/0013189X09339057
Jolliffe, W., & Snaith, J. (2017). Developing cooperative learning in initial teacher education: indicators for implementation. Journal of Education for Teaching, 43(3), 307–315. Doi: https://doi.org/10.1080/02607476.2017.1319507
Judd, S. J. 2010. Blood and Circulatory Disorders Sourcebook 3rd Edition. USA: Omnigraphics, Inc
Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19. Doi: https://doi.org/10.1177/2372732215624708
Kassem, H. M. (2018). The impact of student-centered instruction on EFL learners’ affect and achievement. English language teaching, 12(1), 134. Doi: https://doi.org/10.5539/elt.v12n1p134
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), 147–156. Doi: https://doi.org/10.1152/advan.00138.2015
Kirschner, V., & Peltan, T. (2019). Towards better cooperative learning in urban planning education. Journal of Geography in Higher Education, 00(00), 1–16. Doi: https://doi.org/10.1080/03098265.2019.1655719
Komatsu, H., & Rappleye, J. (2017). A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth. Comparative Education, 53(2), 166–191. Doi: https://doi.org/10.1080/03050068.2017.1300008
Kumaraswamy, S. (2019). Promotion of students participation and academic achievement in large classes: An action research report. International Journal of Instruction, 12(2), 369–382. Doi: https://doi.org/10.29333/iji.2019.12224a
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. Doi: https://doi.org/10.1016/j.edurev.2013.02.002
Leasa, M., Talakua, M., & Batlolona, J. R. (2016). The development of a thematic module based on Numbered Heads Together (NHT) cooperative learning model for elementary students in Ambon, Moluccas-Indonesia. New Educational Review, 46(4). Doi: https://doi.org/10.15804/tner.2016.46.4.15
León del Barco, B., Mendo-Lázaro, S., Felipe-Castaño, E., Polo del Río, M.-I., & Fajardo-Bullón, F. (2017). Team potency and cooperative learning in the university setting. Revista de Psicodidáctica (English Ed.), 22(1), 9–15. Doi: https://doi.org/10.1387/revpsicodidact.14213
Leong, W. S., & Tan, K. (2014). What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore. Curriculum Journal, 25(4), 593–619. Doi: https://doi.org/10.1080/09585176.2014.970207
Liang, J. C., Chen, Y. Y., Hsu, H. Y., Chu, T. S., & Tsai, C. C. (2018). The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes. Medical Education Online, 23(1). Doi: https://doi.org/10.1080/10872981.2018.1497373
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). Ricosre: a learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417–434. Doi: https://doi.org/10.29333/iji.2019.12227a
Medina, J. C., & González, J. A. (2019). Graduation profiles of pedagogy programs according to the current educational policies. International Education Studies, 12(6), 83. Doi: https://doi.org/10.5539/ies.v12n6p83
Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223–233. Doi: https://doi.org/10.1080/09639284.2018.1477056a
Raabe, M. (2008). Genes & Disease Hemophilia. New York: Chelsea House An imprint of Infobase Publishing
Rautalin, M. (2018). PISA and the criticism of Finnish education: justifications used in the national media debate. Studies in Higher Education, 43(10), 1778–1791. Doi: https://doi.org/10.1080/03075079.2018.1526773
Reaman, G. H., & Smith, F. O. (Eds). (2011). Childhood Leukemia A Practical Handbook. New York: Springer-Verlag Berlin Heidelberg
Regina, N., O. (2014). Classroom management: A tool for achieving quality secondary school education in Nigeria. International Journal of Education, 6(2), 58-68. Doi: https://doi.org/10.5296/ije.v6i2.5616
Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement, and learning outcomes in a first-year accounting unit. International Journal of Educational Technology in Higher Education, 15(1), 1–14. Doi: https://doi.org/10.1186/s41239-018-0113-2
Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5–14. Doi: https://doi.org/10.1080/03004279.2015.963370
Stewart, F. (2019). The human development approach: An overview. Oxford Development Studies, 47(2), 135–153. Doi: https://doi.org/10.1080/13600818.2019.1585793
Sulisworo, D., Nasir, R., & Maryani, I. (2016). Identification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81–90. Doi: https://doi.org/10.5861/ijrse.2016.1519
Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013) A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Research in Science & Technological Education, 31(2), 184-203. Doi: https://doi.org/10.1080/02635143.2013.811404
Warju, Prawiro, S., Soenarto, & Hartmann, M. D. (2017). Evaluating the implementation of green school (adiwiyata) program : Evidence from Indonesia. International Journal of Environmental & Science Education, 12(6), 1483–1501. Retrieved from: http://www.ijese.net/makale_indir/1914
Wilson, J. A., Pegram, A. H., Battise, D. M., & Robinson, A. M. (2017). Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements. Currents in Pharmacy Teaching and Learning, 9(6), 1151–1159. Doi: https://doi.org/10.1016/j.cptl.2017.07.028
Zahara, H. S., & Atun, S. (2018). Effect of science-technology-society approach on senior high school students’ scientific literacy and social skills. Journal of Turkish Science Education, 15(2), 30–38. Doi: https://doi.org/10.12973/tused.10228a
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2019-11-17
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Leasa, M., Yakub Lalyolik, John Rafafy, & Javier Julia. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom . Biosfer: Jurnal Pendidikan Biologi, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
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