Cooperative Learning: Jigsaw Model
Lecturer : Jelita,M.Pd.
Subject : Analysis of School Curriculum
Arrangedby:
Aqlin Naila Rosydatul Mufidah (2288203017)
UNIVERCITY OF NURUL HUDA
EAST ULU KOMERING OGAN
SOUTH SUMATRA
2024
PREFACE
First of all, the writer wants to express her thanks to God Allah SWT, because of his
bless and grace the title “Cooperative Learning Model Jigsaw” can be finished on time.
The writer endeavor to prepare the paper as much as possible and are supported by the
assistance of various parties, so as to facilitate the preparation. For that we do what I do not
forget to thank all parties and sources who help me in completing this paper. However, apart
from all of that, I’m fully aware that there are still short comings, both in terms of language
preparation and aspects.
Therefore, I gladly open the door wide for the readers who want to give suggestions or
criticism to improve this paper. Finally, the author really hope that the benefits of this simple
paper can be taken and wish to inspire readers to rise other relevant issue in subsequent papers.
Sukaraja 13 Mei 2024
Author
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TABLE OF CONTENT
TITLE..............................................................................................................i
PERFACE.......................................................................................................ii
TABLE OF CONTENT.................................................................................iii
CHAPTER I INTRODUCTION.......................................................................1
A. Background..................................................................................................1
B. Question of problems...................................................................................1
CHAPTER II CONTENT..............................................................................2
A. Definition of Cooperative Learning Jigsaw Model.....................................2
B. The Procedures in Implementing the Jigsaw Model....................................2
C. The Benefits of implementing Jigsaw Model..............................................3
D. The Lacks of Implementing Jigsaw Model..................................................4
CHAPTER III CONCLUTION.....................................................................5
REFERENCES...............................................................................................6
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CHAPTER I
INTRODUCTION
A. Background
Cooperative learning was first researched in 1898, nearly 600 experiments and over 100
students relevant to cooperative learning have been conducted Roger and Jenson. The emphasis
in cooperative learning is the social aspect, namely the creation of interaction activities between
group members, and teachers try to condition it by always motivating students to grow a sense of
togetherness and mutual need between students can increase mutual help in social behavior and
specifically designed to help the students to work together during the learning process.
Slavint (2008) suggests that cooperative learning is a learning model in which students
learn and work through small collaborative group consisting of four to six members, with a
heterogeneous group structure. Jigsaw type cooperative learning was first developed and piloted
by Elliot Aronson and colleagues at the University of Texas, and later adapted by Slavinat Johns
Hopkins University (Arends, 1997). The jigsaw type of teaching was developed as a cooperative
method of learning. This type can be used in several subjects, such as natural sciences, social
sciences, mathematics, religion, languages and others. Jigsaws can be used in several ways to
achieve various goals but are mainly used for percentages and obtaining new material, this
structure creates inter dependence.
B. Question of problems
According to the title of this paper is about the Cooperative Learning Jigsaw Model then
this paper will discussed:
1. What is the definition of Jigsaw model?
2. What are the purposes of Jigsaw model?
3. What are the steps of implementing cooperative learning Jigsaw?
4. What are the benefit and of jigsaw model?
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CHAPTER II
CONTENT
A. Definition of Jigsaw Learning Model
The jigsaw learning model is learning where students learn in groups and are responsible
for mastering the learning material assigned to them and then teach the part to other group
members. This technique can be used in teaching reading, writing, speaking, or listening. In
addition, students work together with fellow students in an atmosphere of mutual assistance and
have the opportunity to process information and improve communication skills. The jigsaw
learning model is a type of cooperative learning consisting of several members in one group who
are responsible for mastering parts of the learning material and are able to teach the material to
other members in the group. (Lubis, 2014)
Jigsaw is designed to increase students' sense of responsibility for their own learning as
well as the learning of others. Students not only learn the material given, but they are also ready
to give and teach the material to other members of their group. Thus, students are dependent on
each other and must work together cooperatively to learn the assigned material. Members of
different teams on the same topic meet for discussion (teams of experts) help each other on their
assigned learning topics. Then the students return to the original team to explain to the rest of the
group what they have learned before in the expert team. (Lubis, 2014)
In the jigsaw-type learning model, there is an origin group and an expert group. The
origin group, which is a parent group of students consisting of students with diverse abilities,
origins, and family backgrounds. The origin group is a combination of several experts. Expert
group is a group of students consisting of members of different origin groups who are assigned to
study and explore certain topics and complete tasks related to the topic to then be explained to
members of the origin group. Educators are required to master the science of education as the
basis of their overall professional performance. (Doymus, 2008)
B. Procedures in Implementation of the Jigsaw Model
The steps of learning activities with the jigsaw type learning model are as follows:
1. Topic introduction. The teacher writes the topic on the board and asks the students what
they know about the topic.
2. Students are divided into groups of 4-6 people in each group, this group is called the
origin group.
3. When students have gathered in the original group, the teacher can instruct the group
leader to divide the duties of his members according to predetermined subtopics.
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4. Furthermore, each of the 2 members in the original group broke away and gathered with
other members of the original group who had the same subtopic. This group is called the
expert group.
5. In the expert group, each group member will participate in discussing 1 common
subtopic.
6. At this stage the teacher can go around to each of the 2 expert groups to monitor the
course of the discussion.
7. When the discussion on the expert group has been completed, each member of the expert
group returns to the origin group.
8. When all members of the original group have returned, each of the 2 expert members
takes turns conveying the knowledge gained during the discussion in the expert group.
9. In the next stage, the teacher can instruct the origin group to summarize the results of the
discussion and write it down on paper.
10. Before the lesson ends, a discussion is held with the whole class, each 2 members of the
original group will take turns presenting in front of the class about the summary results of
all the subtopics they have discussed. Furthermore, the teacher closes the learning by
giving a review of the topics that have been studied. (Yusri, 2020)
C. The benefit of Cooperative Learning Jigsaw Model
The jigsaw learning model has several advantages, there are:
1. Facilitate the work of teachers in teaching, because there is already a group of experts in
charge of explaining the material to their colleagues.
2. Develop students' ability to express ideas or ideas in solving problems without fear of
making mistakes.
3. May improve social skills: develop self-confidence and positive interpersonal
relationships.
4. Students are more active in speaking and arguing because students are given the
opportunity to discuss and explain the material in each group.
5. Students better understand the material given because it is learned more deeply and
simply with their group members.
6. Students master the material better because they are able to teach the material to their
study group friends.
7. Students are taught how to work together in groups, The importance of teamwork to
achieve the desired goals.
8. The material given to students can be evenly distributed and more effective. (Gull &
Shehzad, 2015)
D. The Lacks of Jigsaw Learning Model
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The jigsaw learning model has several drawbacks, there are:
1. Students who do not have confidence in discussing will find it difficult to convey
material to friends.
2. Active students will dominate the discussion more, and tend to control the course of the
discussion.
3. Students who have low reading and thinking skills will have difficulty explaining the
material if appointed as experts.
4. The assignment of group members to become a team of experts often does not match the
abilities and competencies to be learned.
5. The state of crowded classroom conditions, thus making students less able to concentrate
on delivering the learning they master.
6. If the number of group members is less it will cause problems, for example if there are
members who only piggyback on completing task tasks and are passive in discussions.
7. If it is not supported by qualified (extensive) class conditions, the method is difficult to
run considering that students have to move and change groups several times. It takes a
longer time, especially if the spatial arrangement has not been well conditioned, so it
takes time to change positions which can also cause noise and it takes time and careful
preparation before this learning model can run properly. (Syarifuddin Dosen Fakultas
Tarbiyah IAIN Raden Fatah Palembang Jl Zainal Abidin Fikri No, n.d.)
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CHAPTER III
CONCLUTION
The cooperative learning jigsaw model is learning where students learn in groups and are
responsible for mastering the learning material assigned to them and then teach that part to other
group members. In the jigsaw-type learning model, there is an origin group and an expert group.
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REFERENCES
Doymus, K. (2008). Teaching chemical equilibrium with the jigsaw technique. Research in
Science Education, 38(2), 249–260. https://doi.org/10.1007/s11165-007-9047-8
Gull, F., & Shehzad, S. (2015). Effects of Cooperative Learning on Students’ Academic
Achievement. Journal of Education and Learning (EduLearn), 9(3), 246–255.
https://doi.org/10.11591/edulearn.v9i3.2071
Lubis, N. A. (2014). Pembelajaran Kooperatif Tipe JIGSAW | 67. 1(1), 67–84.
Syarifuddin Dosen Fakultas Tarbiyah IAIN Raden Fatah Palembang Jl Zainal Abidin Fikri No,
A. K. (n.d.). Model Pembelajaran Cooperative Learning Tipe Jigsaw Dalam Pembelajaran.
Yusri, A. Z. dan D. (2020). 済無No Title No Title No Title. Jurnal Ilmu Pendidikan, 7(2), 809–
820.
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