The Development of Mobile Learning Application using Jigsaw Technique

Sulisworo, Dwi; Ishafit, Ishafit; Firdausy, Kartika

doi:10.3991/ijim.v10i3.5268

Cited by 32 publications

(25 citation statements)

References 6 publications

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“…Jigsaw style according to Judd, Kennedy and Cropper (2010) is taking a pattern of how to work a saw (zig-zag), it is when the students do a learning and teaching activity in cooperation style with other students to achieve mutual objecatives. In the application of the Jigsaw style, learners are separated from their own teams and included in new teams with the other learners who cooperate with them to learn about the same subject (Sulisworo, Ishafit & Firdausy, 2016). Such teams are reckoned as "teams of experts".…”

Section: Literature Review Jigsaw Strategymentioning

confidence: 99%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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The prime purpose of the current study was to investigate the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and determine the effect of Jigsaw strategy on the mathematics achievement of middle-grades grade-two students. The current study included 80 students who were enrolled in the mathematics lessons in 2017-2018 academic year. Of the total sample, forty were included in an experimental group and forty were in control group. The experimental group was given Jigsaw strategy intervention whereas the control group was taught following existing traditional method (teacher-centred). The findings of the study showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students. Additionally, the findings also revealed that experimental group students also exhibited positive attitude towards the mathematics lessons. These overall findings have some implications on learning and teaching of mathematics in Iraq context. This study also provides ample evidences that teacher-centered method is obsolete and ineffective especially in teaching mathematics.

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Section: Literature Review Jigsaw Strategymentioning

confidence: 99%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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“…This also happened in this study for two applications that have been developed. Students claimed that this application is very fun because it is designed with images, colors, videos, evaluation questions and menu displays that are easy to learn and more flexible and simple (Alamsyah, & Ramantoko, 2012;Sulisworo, Ishafit, & Firdausy, 2016).…”

Section: Subjectmentioning

confidence: 99%

Development and Comparison of Mathematic Mobile Learning by Using Exelearning 2.0 Program and Mit Inventor 2

Yunianta

Putri²,

Kusuma³

2019

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Mathematics mobile learning influences student learning outcomes. Making this application need skills and also the appropriate programs. The first goal in this study is to develop valid and effective mathematics mobile learning. The second goal in this study if using two different programs it would get the same or different results, is it different between the two applications made with different programs? This type of research is research and development (R & D). The first application research subjects were mathematics teachers and 8th grade students of Junior High School in Salatiga consisted of 28 students and the subjects in this study were divided into two, namely students in the 8G class who used the mobile learning application and who did not use it and this study was conducted in the second semester academic year 2014/2015. The second application research subject was 10th-grade students of Senior High School in Salatiga, consisted of 24 students. This research was conducted in the second semester of the academic year 2015/2016. The first application development model was using ASSURE Model and developed with ExeLearning program, while the second application used the ADDIE Model and developed with MIT Inventor 2 program. Data on learning outcomes were obtained by giving initial tests and final tests. Data were analyzed using N-gain enhancement test. The mathematics mobile learning application used the ExeLearning 2.0 program to obtain validation results with very good criteria for the display and material sections while for the improvement of student learning outcomes in the high category amounting to 0.7. The second mathematics mobile learning application obtained very good display validation results and for the material section in the good category, while the increase in learning outcomes obtained an increase in the high category which was 0.71. Both of these applications possessed differences and the characteristics of mobile learning applications also depend on which software is used. It has a unique impression of using the ExeLearning 2.0 application and MIT Inventor 2.

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“…In terms of group formation jigsaw technique is unique and more complex. Learning takes place in a group, named as home group and expert group [24]. The home group is responsible to each member in the group and discuss in general on the selected materials while the expert group study on more specific materials.…”

Section: Jigsaw Techniquementioning

confidence: 99%

Web-based problem-based collaborative learning for converted muslim in learning Islamic knowledge

Sahidan

Shaari

Rahman

2019

IJEECS

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Web-based collaborative learning is well accepted learning methods since it provides flexibilities not only in term of learners’ interaction but also its timeliness learning materials. Even though there are many websites offer learning materials for Muslims generally but for new converted Muslims getting authentic materials and proper guidance are complicated. Hence, a web-based problem-based collaborative learning is proposed. This method integrates an elected virtual instructor to facilitate and support the new converted Muslims’ cognitive and emotional activities, develop their confidence of resolving and dealing with problems they are facing. This paper relates and analyzes the problem-based collaborative learning in terms of the functionality and user acceptance. Based on a survey conducted, it shows that 85% of the respondents found the system very useful and easy to use while 80%found that the system met their requirements. This system hypothetically able to help, and ease new converted Muslims in exploring Islamic authentic knowledge by using problem-based technique in web-based collaborative learning.

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The Development of Mobile Learning Application using Jigsaw Technique

Cited by 32 publications

References 6 publications

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Development and Comparison of Mathematic Mobile Learning by Using Exelearning 2.0 Program and Mit Inventor 2

Web-based problem-based collaborative learning for converted muslim in learning Islamic knowledge

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