Comparison of Learning Method Effectiveness Between Jigsaw and Team Game Tournament on Achievement and Interpersonal Relationship Skill in Nursing Freshmen

Abstract

Introduction: Evaluation results every semester about biochemical obtained by students the average value below 50. Cooperative learning method jigsaw and team game tournament (TGT) were an alternative learning method that can improved student learning outcomes. The purpose of this research was to understand the effectiveness of applied of jigsaw learning method compared to TGT to interpersonal relationship skill and achievement. Methods: This research used pre-experiment with research design Pretest-Posttest Comparison Group Design. Target population was all nursing students in two nursing institutions in Surabaya. Sample size were 208 chosen by total sampling. Independent variables were jigsaw and TGT and dependent variables were interpersonal relationship skill and achievement. Study instruments were interpersonal relationship skill questionnaire and objective test. Data analysis uses paired t test with α ≤ 0.05, prior normality test will be conducted. Results: Most respondents were 19 years old, single, female and lived with their parents. There was different result in student achievement between TGT and Jigsaw method (p = 0,005), TGT mean rank was 97,89 than jigsaw was 76,52. There was no different interpersonal relationship ability between TGT and jigsaw method (p = 0,263). Conclusions: TGT more effective than jigsaw to increase student learning achievement in biochemical. Those method has not different for student interpersonal relationship ability, because the student has been in good criteria for interpersonal relationship ability. Further implementation could be broad, other object in nursing could be the target, difficult subject would be underlined.

Competition to Promote Teaching and Improving Nursing Skill Using the Team Game Tournament Method with Learning from Competition

“…This in turn enhanced their learning interest and enabled them to complete meaningful online courses. Those who would normally drop courses like English, mathematics, anatomy, and physiology after experiencing di culties discovered that a competitive yet enjoyable approach boosted their motivation to participate in the course, their insight and sensitivity, and their tolerance of their teammates, even if their progress was somewhat limited [31][32][33].…”

Meningkatkan Proses Dan Hasil Belajar Konsep Sistem Rangka Manusia Menggunakan Kombinasi Model Pembelajaran Inkuiri Terbimbing, Team Game Tournament (Tgt) Dan Jigsaw

“…Pembelajaran yang dilaksanakan menyenangkan, merupakan hal baru dan sangat membantu dalam belajar, dapat menyatakan pendapat, meningkatkan minat, memudahkan memahami LKPD (Hartono, 2013). Pembelajaran yang dilaksanakan ini menarik bagi siswa karena siswa belajar seolah sebagai ilmuwan yang sedang melakukan penelitian (Anam, 2015) Peningkatan hasil dan proses pembelajaran yang baik ini terjadi karena pada proses pembelajaran dengan kombinasi ketiga model pembelajaran ini peserta didik mengalami beberapa kali penguatan pengalaman belajar dalam memahami konsep sistem kerangka manusia yaitu: (1) Penguatan saat guru memberi informasi pembelajaran.…”

Incorporating Jigsaw Strategy to Support Students’ Learning through Action Research

“…The use of cooperative learning strategies could assist students in the development of the 21 st Century skills that comprised of collaboration, creativity, critical thinking and communication skills (Lai & Viering, 2012). There are several cooperative learning strategies available in the literature, such as think-pair-share, thinking-aloud pair problem solving, the three-step interview, STAD (Student Teams Achievement Division), Jigsaw, TGT (Teams Games Tournaments) and GI (Group Investigation) (Astarini et al, 2019;Azmin, 2016;Benek & Bezir Akcay, 2019;Damit et al, 2015;Duraman et al, 2015;Halimah & Sukmayadi, 2019;Kani & Shahrill, 2015;Lee et al, 2018;Lim et al, 2016;Mahari et al, 2019;Morera-Fernandez et al, 2020;Simpol et al, 2018;Sulaiman & Shahrill, 2015;Vijayan et al, 2016). Cooperative in general is defined as providing group work where everyone participates on a collective task to help each other in completing the task provided to them by the teacher (Barron & Hammond, 2008).…”