Jigsaw Type Cooperative Learning Model: Cooperative in English is called “cooperate” which means working together. The cooperative learning model is based on the philosophy of “homo homini socius” this philosophy emphasizes that humans are social beings (Lie, 2008). The special characteristics of cooperative learning include five elements that must be applied, which include; positive interdependence, individual responsibility, face to face, communication between members and group process evaluation.
Slavin (2010) states that cooperative learning is a learning model or reference where in the ongoing learning process, students are able to learn and work in small groups collaboratively whose members consist of 4 to 6 people, with heterogeneous group structures or with different characteristics. Teachers as designers and implementers in cooperative learning must pay attention to some basic concepts about cooperative learning. Djahiri K (Isjoni, 2014) mentions cooperative learning as group learning which demands the application of a student-centric, humanistic, and democratic learning approach that is adapted to the abilities of students and their learning environment. Eggan and Kauchak (Isjoni,
Sanjaya (2010) states that cooperative learning is a learning model using a grouping model/small team, namely between four to six people who have different (heterogeneous) backgrounds of academic ability, gender, race, or ethnicity. The scoring system is carried out on groups. Each group will receive an award, if the group is able to show the required achievements. Thus, each member of the group will have a positive dependency. It is this kind of dependence that will in turn bring up individual responsibility for the group and the interpersonal skills of each group member. Each individual will help each other, they will have the motivation for group success,
Muslich (2009) states that cooperative learning is learning in the form of various information and experiences, responding to each other, and communicating with each other. This form of learning not only helps students learn about the material, but is also consistent with an emphasis on contextual learning in real life. In real life students will become citizens who live side by side and communicate with other residents.
Some of the opinions above can complement each other about the notion of cooperative learning. So it can be concluded that cooperative learning is a series of strategies specifically designed to encourage students to work together during the learning process so that they can achieve predetermined learning objectives.
- Jigsaw Type Cooperative Learning
Jigsaw was first developed and piloted by Elliot Aronson and friends at the University of Texas, and later adapted by Slavin and friends at Johns Hopkins University (Arends, 2001). Jigsaw is designed to increase students’ sense of responsibility towards their own learning as well as the learning of others. Students not only learn the material provided but also must be ready to provide and teach the material to other group members. Thus students are interdependent with one another and must work cooperatively to learn the assigned material (Lie, 2008). This technique can be used in teaching reading, writing, listening, or speaking.
This technique emphasizes that teachers need to pay attention to the schemata or background experiences of students and help students activate these schemata so that the lesson material becomes meaningful. In addition, students work together with fellow students in an atmosphere of mutual cooperation and have many opportunities to process information and improve communication skills. Cooperative learning with the jigsaw technique is a cooperative learning technique consisting of several members in a group who are responsible for mastering part of the learning material and are able to teach the material to other members of the group (Arends, 2001).
The jigsaw type cooperative learning model is a cooperative learning model where students learn in small groups consisting of 4-6 people heterogeneously and work together with positive interdependence and are responsible for the completeness of the subject matter that must be learned and convey the material to members other groups (Arends, 2001). Members of different teams with the same topic meet for discussion (team of experts) to help each other on the learning topic assigned to them. Then the students return to their original team/group to explain to other group members what they have learned previously at the expert team meeting.=
In the Jigsaw cooperative learning model, there are home groups and expert groups. The home group is the main group of students whose members are students with diverse abilities, origins, and family backgrounds. The home group is a combination of several experts. The 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 be explained to members of the home group.
- The steps of the jigsaw cooperative learning model
The steps in applying the Jigsaw type according to Arends (Donni, 2015) are as follows:
– The teacher divides a class into several groups, with each group consisting of 4-6 students with different abilities. This group is called the home group. The number of members in the home group adjusts to the number of parts of the subject matter that will be studied by students in accordance with the learning objectives to be achieved.
– In this Jigsaw type, each student is given the task of studying one part of the learning material. All students with the same learning material study together in groups called expert groups (Counterpart Group / CG). In expert groups, students discuss the same parts of learning material, as well as develop plans for how to convey them to their friends when they return to their original groups.
– The original group by Aronson is called the Jigsaw group ( sawtooth). For example, a class with a total of 40 students and the learning material to be achieved in accordance with the learning objectives consists of 5 parts of learning material, then out of 40 students there will be 5 expert groups consisting of 8 students and 8 original groups consisting of 5 students. . Each member of the expert group will return to the original group to provide information that has been obtained or studied in the expert group. The teacher facilitates group discussion both in the expert group and the original group.
– After the students have discussed in the expert groups or groups of origin, then a presentation is made for each group or a draw is carried out for one of the groups to present the results of the group discussions that have been carried out so that the teacher can equate perceptions of the learning material that has been discussed.
– The teacher gives quizzes to students individually.
– The teacher rewards the group through an award score based on the acquisition of an increase in individual learning outcomes from the basic score to the next quiz score.
– The material should naturally be divided into several parts of the learning material.
– It should be noted that if using Jigsaw to learn new material, it is necessary to prepare a guide and content that is coherent and sufficient so that the learning objectives can be achieved.
- Strengths and Weaknesses of the Jigsaw Cooperative Learning model
- The advantages of the Jigsaw Cooperative Learning model
– Able to develop positive interpersonal relationships among students who have different learning abilities.
– Implement peer guidance
– A higher sense of self-esteem of students
– Even distribution of mastery of the material can be achieved in a shorter time
– This learning model can train students to be more active in speaking and arguing
– Can be combined with other teaching method strategies
– Deeper understanding of the material
– Increase motivation to learn
– Practicing a sense of responsibility for their duties individually and in groups
– Growing awareness of the strengths and weaknesses of others and himself
- Lack of jigsaw type cooperative learning model
– Students who are active will dominate the discussion more, and tend to control the course of the discussion.
– Students who have low reading and thinking skills will have difficulty explaining material when appointed as experts
– Smart students tend to get bored
Thus the Jigsaw Type Cooperative Learning Model , in its application a teacher must be able to fully understand the Jigsaw Type Cooperative Learning Model so that learning with the Jigsaw Type Cooperative Learning Model can match the syntax of the Jigsaw Type Cooperative Learning Model so that learning objectives can be achieved optimally.
Conclusion
The Jigsaw Type Cooperative Learning Model offers a powerful approach to enhance collaboration in the classroom. By implementing this model, teachers can create a nurturing environment that encourages active engagement, deep understanding, and effective teamwork. By fostering these skills, students are poised for success in the classroom and beyond. Embrace the Jigsaw Model and witness the transformative impact it can have on your students’ learning experiences.
