Incorporating Jigsaw Strategy to Support Students’ Learning through Action Research

Abstract

The study explored the use of cooperative learning strategy in students’ learning of Marketing for Tourism subject. The sample of this study consisted of 19 final year Diploma students from the Travel and Tourism services course. The study utilizes an action research approach, which involves the process of improving the method of teaching and students’ learning through several repetitive cycles. The aim of the research is to investigate the use of cooperative learning by adopting the Jigsaw strategy in order to enhance students’ understanding of the subject. The objectives of the study were achieved through the use of pre- and post-achievement tests, observations, semi-structured interviews and reflection. The findings of this study showed improvements in the students’ test results. The outcome concurred with previous study findings that indicated the Jigsaw strategy supports better performance in students’ learning. The students’ perceptions of working together in a structured group improved as they enjoyed using the strategy, and the skills that contributed to the features of cooperative learning were developed throughout the process. The students also felt the need to rely on each other for information, being responsible, and by supporting each other improved their social and collaborative skills.

Jigsaw as a curriculum strategy to enhance pre-service teachers’ understanding of economics calculations

“…Jainal and Shahrill (2021) discuss that Jigsaw process encourages listening, engagement and critical thinking. It also allows participants to specialise in one aspect of a topic and become more involved in promoting each other's learning (Jainal & Shahrill 2021). Furthermore, the Jigsaw technique is perceived as an efficient way to learn calculations in a cooperative learning style.…”

“…The adoption of the Jigsaw technique within the classroom environment offers notable benefits, encompassing the enhancement of learning outcomes and the bolstering of learner motivation (Jainal & Shahrill 2021). By examining these findings through the lens of architecture theory, the study discerns that the Jigsaw technique, akin to the design and construction of a robust architectural structure, not only facilitates a profound depth of understanding but also actively engages PST EMS in the dynamic construction of their own knowledge, shifting away from the conventional passive presentation of material.…”

“…This strategy has been used in various subjects and grade levels, including economics (Aronson 2021). A study that utilised an action research approach found that the Jigsaw strategy improved learners' learning performance and promoted positive interdependence among learners (Jainal & Shahrill 2021). Another study explored the impact of Jigsaw pedagogy as a cooperative learning approach to teachers' learning during an EE training project and found that teachers expressed positive attitudes towards Jigsaw learning and enjoyed the group spirit (Alrassi & Mortensen 2020).…”

Enhancing College Students’ Procedural Knowledge of Physics Using Blended Jigsaw-IV Problem-Solving Instruction

“…As a result, innovative active learning methods are required to solve the law achievement of college students. As such this study contributed by employing two active learning methods such as problem solving strategies (PSS) and the Jigsaw-IV method of teaching (J-IV).But both of them has the following drawbacks such as the Jigsaw-IV method of teaching emphasized interaction between the groups but ignore competitive spirit between learners (Aydin & Biyikli, 2017;Jainal & Shahrill, 2021;Mohammad & Hamadneh, 2017;Shakerian et al, 2020).But the problem solving strategies intensified the competition between the individuals. This is also a significant gap in the literature (Albay, 2019;Junsay, 2016;Rohma, 2018;Surif et al, 2020).…”

Respon Siswa Terhadap Pembelajaran Berkelompok Pada Pembelajaran Jarak Jauh Online

“…Meskipun begitu, Jones & Jones (2008) menyatakan bahwa siswa mungkin tidak memiliki keterampilan sosial yang diperlukan untuk bekerja secara efektif dengan orang lain, sehingga pembelajaran kooperatif dapat mendorong perkembangan sosial dan interpersonal ketika siswa belajar bagaimana bekerja sama. Hal ini karena pengaturan kelas untuk pembelajaran kooperatif berlangsung memungkinkan siswa untuk secara bebas mengatur diri mereka sendiri untuk diskusi dalam melengkapi pemahaman satu sama lain (Jainal & Shahrill, 2021).…”