Effects of Jigsaw Technique on Mathematics Self-efficacy Perceptions of Seventh Grade Primary School Students

Şengül, Sare; Katrancı, Yasemin

doi:10.1016/j.sbspro.2014.01.217

Cited by 18 publications

(8 citation statements)

References 1 publication

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“…The development of critical thinking skills is also seen when the students have a group discussion. That the students hold a discussion in the home group and expert group draws on a typical characteristic of Jigsaw learning model (Evcim & İpek, 2013;Şengül & Katranci, 2014;Leyva-Moral & Riu Camps, 2016). In home group, the students are engaged in two activities namely identifying problems and having a discussion to solve the problems emerged in the given case study.…”

Section: Discussionmentioning

confidence: 99%

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Saputra¹,

Joyoatmojo²,

Wardani³

et al. 2019

INT J INSTRUCTION

145

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This research aimed at examining the effectiveness of collaboration of Jigsaw and problem-based learning (PBL) model in developing students' critical thinking skills. This research exerted an experimental design using pre-experimental one group pretest-posttest. The implementation of such model collaboration was carried out in SMK Batik 1 Surakarta, Central Java, Indonesia by engaging 37 accounting students of class XI. Before and after the implementation of the twomodel collaboration, the students were given the tests of critical thinking skills which were set in the same composition. The research data were in the form of pretest and posttest scores which were analyzed by examining t-test and gain score whose calculation was assisted by SPSS 23 program. The result indicated that there was a difference between the pretest score and the posttest score with the significance level of 0,000 < 0,05. The average of pretest and posttest scores respectively referred to 48,44 and 68,93. Accordingly, the implementation of collaboration of Jigsaw and problem-based learning (PBL) model was effective in developing students' critical thinking skills. From this research finding, there was an impediment of time limitation in enacting the collaboration of the two models. This constraint happened while presenting the result of group discussion.

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Section: Discussionmentioning

confidence: 99%

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Saputra¹,

Joyoatmojo²,

Wardani³

et al. 2019

INT J INSTRUCTION

145

View full text Add to dashboard Cite

show abstract

“…Teachers and students can interact with each other so that it creates understanding for students but does not cause a high attitude (Amaliah & Fadhil, 2014). A high attitude arises because students are curious about the topic or problem that occurs (Şengül & Katranci, 2014). Referring to the view of Thurstone in (Colton & Covert, 2007), it is stated that someone who has negative feelings towards an object is most likely to dislike it.…”

Section: Discussionmentioning

confidence: 99%

Increasing Population Knowledge: The Comparation of Problem Solving Learning Methods with Conventional Methods

Nurdin

2021

JPP

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This study aims to analyze the effect of teaching methods using problem solving and conventional on population knowledge. The research was conducted experimentally with a 2x2 factorial design on 80 students consisting of 40 students having a high attitude, and 40 students having a low attitude at the Junior High School 2 Tambun Selatan-Bekasi. Data collection regarding population knowledge was carried out using an objective test instrument with the answer choices True (B) with a score of 1 and False (S) with a score of 0. The data were analyzed by means of two-way analysis of variance, and the Tukey test. Research results There are differences in population knowledge learning outcomes between students who are given problem solving teaching methods and students who are given conventional teaching methods; There is an interaction between teaching methods and students' attitudes towards population knowledge; Study groups that have high and low attitudes have higher population knowledge learning outcomes when given problem solving teaching methods compared to students who are given conventional teaching methods. The implication is that teachers in teaching must always build a high attitude in the classroom so that positive interactions occur in the teaching and learning process by using various learning methods.

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“…The curriculum is seen with great significance by teachers in any education system as it often serves as a rule book for teachers [35]. Even though there is a learning method that appropriates with 2013 curriculum such as Jigsaw, project-based learning methods, presentations, problem-based learning, lecture methods, practice, inquiry learning, and discovery learning [44]- [46].…”

Section: Learning Methods Used In Schoolmentioning

confidence: 99%

Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation

Prasetyono

Abdillah

Djuhartono

et al. 2021

IJERE

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<span lang="EN-US">The 2013 curriculum which has been implemented for more than six years in Indonesia has many problems in its application. Therefore, we need to conduct empirical research to determine the causes of the ineffective implementation of the 2013 curriculum in schools. This study involved 13 high schools and vocational high schools in the provinces of DKI Jakarta and West Java with a total of 420 students, 26 teachers, and principals as respondents. The research employed mixed parallel method and data analysis using combined analysis of qualitative and quantitative approaches. The research found that there are still schools that use two different curricula, 2013 curriculum and school-based curriculum. In implementing the 2013 curriculum, teachers are required to use various learning with a scientific approach that refers to student-centered concepts. There is a need for the training program to improve teachers’ professional competence, especially in the terms of various learning methods mastery.</span>

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Effects of Jigsaw Technique on Mathematics Self-efficacy Perceptions of Seventh Grade Primary School Students

Cited by 18 publications

References 1 publication

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model

Increasing Population Knowledge: The Comparation of Problem Solving Learning Methods with Conventional Methods

Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation

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