Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa dalam Pelajaran Agama Katolik

Yustinus Sanda; Lorensius Amon

Authors

Yustinus Sanda STKPK Bina Insan Samarinda
Lorensius Amon STKPK Bina Insan Samarinda

Keywords:

Jigsaw Cooperative Learning, Activity and Learning Outcomes, , Catholic Religion Lessons

Abstract

This study tested the Jigsaw cooperative learning model on students and whether or not there was an increase in student activity and learning outcomes. Jigsaw cooperative learning is a learning model that focuses on expert group and home group discussions. The problem posed is the subject matter of Catholic Religion and Morals. This research is a classroom action research, consisting of two cycles focused on increasing student activity and learning outcomes. The results of this study indicate that the application of the Jigsaw-type cooperative learning model can effectively increase student activity and learning outcomes based on each indicator in the first and second cycles. The visual activity indicator has increased by 10%; oral activity indicator increased by 10%; the indicator of listening activity increased by 13.9%; the indicator of writing activity increased by 8.6%; indicators of mental activity increased by 17%, and indicators of emotional activity increased by 18.6%. Overall, the average score of an increase in the learning activity is 12.8% and learning outcomes are 1%.

References

Anggal, N. (2017). Upaya Meningkatkan Minat Belajar Anak dalam Mengikuti Kegiatan Temu Minggu Menggunakan Metode Bermain Peran. Gaudium Vestrum: Jurnal Kateketik Pastoral, 106–113.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Buildings cooperation in the classroom. University Michigan: Longman.

Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39(1–2), 9–34.

Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296–306.

Clarke, J. (1994). Pieces of the puzzle: The jigsaw method. In Handbook of cooperative learning methods (pp. 34–50). An imprint of Greenwood Publishing Group.

Driessen, E. P., Knight, J. K., Smith, M. K., & Ballen, C. J. (2019). Demystifying the meaning of active learning in postsecondary biology education. CBE Life Sciences Education, 19(4), 1–9.

Gall, J. P., Gall, M. D., & Borg, W. R. (1999). Applying educational research: A practical guide. Longman Publishing Group.

Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940.

Gonge, S. S., Khobragade, R. N., Thakare, V. M., Deshpande, V. S., & Dhore, M. L. (2021). An Innovative Step for Enhancement in Student Results and Teaching–Learning Process Using Educational Technology. In Intelligent Systems Reference Library (Vol. 197, pp. 235–249). Springer. https://doi.org/10.1007/978-981-15-8744-3_12

Hamalik, O. (2008). Kurikulum dan Pembelajaran (Edisi Revisi). Jakarta: PT. Bumi Aksara.

Hyun, J., Ediger, R., & Lee, D. (2017). Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms. International Journal of Teaching and Learning in Higher Education, 29(1), 108–118.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. In Central European. Interaction Book Company.

Jolliffe, W., & Snaith, J. (2017). Developing cooperative learning in initial teacher education: indicators for implementation. Journal of Education for Teaching, 43(3), 307–315.

Kemmis, S., & McTaggart, R. (1988). The action research planner.. Victoria: Deakin University.

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. https://doi.org/10.1016/j.edurev.2013.02.002

Lima, R. M., Andersson, P. H., & Saalman, E. (2017). Active Learning in Engineering Education: a (re)introduction. European Journal of Engineering Education, 42(1), 1–4.

Millis, B. J., & Cottell Jr, P. G. (1997). Cooperative Learning for Higher Education Faculty. Series on Higher Education. ERIC.

Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83–101.

Oxford, R. L. (1997). Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom. The Modern Language Journal, 81(4), 443.

Ruys, I., Van Keer, H., & Aelterman, A. (2014). Student and novice teachers stories about collaborative learning implementation. Teachers and Teaching: Theory and Practice, 20(6), 688–703.

Sahin, A. (2011). Effects of Jigsaw III technique on achievement in written expression. In Asia Pacific Education Review (Vol. 12, Issue 3, pp. 427–435).

Slavin, R. E. (2019). Educational psychology: Theory and practice.

Veenman, S., Kenter, B., & Post, K. (2000). Cooperative Learning in Dutch Primary Classrooms. Educational Studies, 26(3), 281–302.