Transformative Pedagogy: Investigating the Impact of Online Jigsaw Model on Motivation and Academic Achievement in High School Mathematics
Abstract
Several earlier research investigated the use of Jigsaw to improve the quality of the online mathematics teaching-learning process. However, few studies have used the Jigsaw approach to improve the quality of online mathematics education, particularly in terms of motivation and learning results. To address this research gap, the goal is to outline the process of integrating the Jigsaw model in online learning and to demonstrate the importance of enhancing student motivation during the learning process. This study used the classroom action research approach, which involved 36 students from a high school in Central Java Province, Indonesia. The results of this investigation indicate that the application of Jigsaw can be done online using numerous procedures indicated in this study. Furthermore, the results indicate a considerable improvement in motivation and learning outcomes. The findings of this study are expected to serve as a reference for teachers on how to implement the Jigsaw model online.
References
Aiken, L. R. (1985). Three Coefficients for Analyzing The Reliability And Validity of Ratings. Educational and Psychological Measurement, 45(1), 131–142.
Amin, M., Nur, F., Damayanti, E., & History, A. (2020). The Influence of Jigsaw-type Cooperative Learning Model on Students’ Mathematics Learning Outcomes and Motivation ARTICLE INFO ABSTRACT. Desimal: Jurnal Matematika, 3(3), 235–246. https://doi.org/10.24042/djm
Bacsal, E. D., Ibañez, E. D., & Pentang, J. T. (2022). Jigsaw strategy: strengthening achievement and interest in mathematics among elementary pre-service teachers. The Palawan Scientist, 14(1), 35–42.
Cole, A. W., Lennon, L., Weber, N. L., Cole, A. W., Lennon, L., Student, N. L. W., Cole, A. W., Lennon, L., & Weber, N. L. (2019). Student perceptions of online active learning practices and online learning climate predict online course engagement learning climate predict online course engagement. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2019.1619593
Dewi Wardani, A., Gunawan, I., Eri Kusumaningrum, D., Djum Noor Benty, D., Bambang Sumarsono, R., Nurabadi, A., & Handayani, L. (2020). Student Learning Motivation: A Conceptual Paper.
Doughty, R. (2021). The future of online learning: the long-term trends accelerated by Covid-19.
Hartnett, M. (2015). Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context. In Australasian Journal of Educational Technology (Issue 1).
Haste, H., & Chopra, V. (2020). The futures of education for participation in 2050: educating for managing uncertainty and ambiguity. https://unesdoc.unesco.org/ark:/48223/pf0000374441
Hazzan, O., & Kramer, J. (2016). Assessing Abstraction Skills: What Makes a Good Question? Communcations of the ACM, 59(12), 43–45. https://doi.org/10.1145/2926712
Irawati, S., Hidayah, I. N., & Muksar, M. (2021). The abstract thinking ability of mathematics education undergraduate students in doing proving or disproving problems. AIP Conference Proceedings, 2330(1).
Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating Geogebra Into the Flipped Learning Approach To Improve Students ’ Self-Regulated Learning During the Covid-19 Pandemic : an. Journal on Mathematics Education, 13(1), 69–85. https://doi.org/10.22342/jme.v13i1.pp69-86
Ishartono, N., Nurcahyo, A., Waluyo, M., Razak, R. A., Sufahani, S. F., & Hanifah, M. (2022). GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(3), 178–196. https://doi.org/10.23917/jramathedu.v7i3.18141
Ishartono, N., Razak, R. binti A., Kholid, M. N., Arlinwibowo, J., & Afiyah, A. N. (2024). Integrating STEAM into Flip Flop Model to Improve Students’ Understanding on Composition of Function During Online Learning. Infinity Journal, 13(1), 45–60. https://doi.org/10.22460/infinity.v13i1.p45-60
Istiqomah, Wiyono, B. B., Rahmawati, H., Prastuti, E., Eva, N., & Ardani, T. A. (2021). Jigsaw On Line Model as the Improvization of Learning Methods in the Covid-19 Pandemic. In PSYCHOLOGY AND EDUCATION (Vol. 58, Issue 1). www.psychologyandeducation.net
Khanal, B., Joshi, D. R., Adhikari, K. P., & Khanal, J. (2022). Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal. International Journal of Virtual and Personal Learning Environments, 12(1). https://doi.org/10.4018/IJVPLE.312845
Kneebone, G. T. (2001). Mathematical Logic and the Foundations of Mathematics: An Introductory Survey. https://books.google.co.id/books?id=5iY3ngEACAAJ
Kusumadewi, R. F., Neolaka, A., & Yasin, M. (2021). Developing electronic teaching materials through comic mathematics media to increase student learning independence during the Covid-19 pandemic in Indonesia. Ilkogretim Online, 20(1), 708–716. https://www.ilkogretim-online.org/fulltext/218-1609990375.pdf
Lukassen, N. B., Pedersen, A., Nielsen, A., & ... (2014). Digital education with IT: How to create motivational and inclusive education in blended learning environments using flipped learning-A study in nurse …. In … on e-Learning. researchgate.net. https://www.researchgate.net/profile/Ruxandra-Buluc/publication/289596837_Models_of_communication_and_e-Learning_pedagogies_to_boost_educational_effectiveness/links/57e3ad4208ae84740168344f/Models-of-communication-and-e-Learning-pedagogies-to-boost-educat
Mitchelmore, M., & White, P. (2004). Abstraction in Mathematics Learning. The 28th Conference of the International Group for the Psychology of Mathematics Education, 3, 329–336. https://doi.org/10.1007/springerreference_226248
Panjaitan, S. M., Hutauruk, A. J. B., Sitepu, C., Gultom, S. P., Sitorus, P., Marbun, M. R., & Sinaga, C. H. (2023). Implementation of Online Learning and Its Impact on Learning Achievements of Mathematics Education Students. Infinity Journal, 12(1), 41. https://doi.org/10.22460/infinity.v12i1.p41-54
Sari, B. K. (2017). Desain Pembelajaran Model ADDIE dan Impelentasinya dengan Teknik Jigsaw. Prosiding Seminar Nasional Pendidikan : Tema “DESAIN PEMBELAJARAN DI ERA ASEAN ECONOMIC COMMUNITY (AEC) UNTUK PENDIDIKAN INDONESIA BERKEMAJUAN", 87–102.
Soh, L.-K. (2006). Implementing the Jigsaw Model in CS1 Closed Labs. http://www.cse.unl.edu/reinventCS.
Su, C.-Y., & Chen, C.-H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2453–2466. https://doi.org/10.29333/ejmste/89938
Sujadi, I., Budiyono, B., Kurniawati, I., Wulandari, A. N., Andriatna, R., & Puteri, H. A. (2022). Mathematics teachers’ problems in online learning during the Covid-19 pandemic. AIP Conference Proceedings, 2633(1).
Sulfemi, W. B., Kamalia, Y., Muhammadiyah Bogor, S., & Al -Hamidiyah, S. (2020). JIGSAW COOPERATIVE LEARNING MODEL USING AUDIOVISUAL MEDIA TO IMPROVE LEARNING OUTCOMES. JPSD, 6(1).
Swondo, A. P., & Haya, F. (2022). Improving the Speaking Ability of the Fourth Semester Students of English Education Study Program, University of Potensi Utama Using OmeTV Application. In Proceedings of the International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022) (pp. 464–476). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-65-7_39
Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916–930. https://doi.org/10.1111/j.1467-8535.2010.01140.x
Adriana, D. (2020). Efektivitas Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Perguruan Tinggi Keagamaan Katolik. https://doi.org/10.17509/e.v1i3.26978
Aeni, A. F., Mutaqin, A., & Setiani, Y. (2021). Pengembangan Bahan Ajar Problem Based Learning untuk Pembelajaran Daring dengan Platform Edmodo. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 1661–1674. https://doi.org/10.31004/cendekia.v5i2.694
Ahmad, Perwira Negara, H. R., Ibrahim, M., & Etmy, D. (2020). Pelatihan Pembelajaran Daring (Google Classroom) bagi Guru MTs dan MI Nurul Yaqin Kelanjur. JPMB : Jurnal Pemberdayaan Masyarakat Berkarakter, 3(1), 66–79. https://doi.org/10.36765/jpmb.v3i1.224
Baber, H. (2020). Determinants of students' perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292
Cahyawati, & Eminita, V. (2021). Pengaruh Model Pembelajaran Mind Mapping Dengan Metode Drill Terhadap Hasil Belajar Matematika Siswa. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 7(1), 77–84. https://doi.org/10.24853/fbc.7.1.77-84
Dazrullisa. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw dalam Meningkatkan Kreatifitas dan Motivasi pada Materi Bangun Datar SD Negeri Percontohan Banda Aceh. Jurnal Bina Gogik, 3(1), 44–48.
Dazrullisa, D., & Mahdi, T. C. (2019). Pengaruh Media Teknologi sebagai Alat Bantu Pembelajaran Matematika terhada Motivasi Belajar Siswa. Jurnal Serambi Akademica, 7(7), 1038–1046. http://ojs.serambimekkah.ac.id/serambi-akademika/article/view/1648%0Ahttp://ojs.serambimekkah.ac.id/serambi-akademika/article/download/1648/1316
Dolo, F. X., Pare, P. J. D., Kua, M. Y., Jaghung, F. P., & Nggia, S. G. (2021). Pendampingan Belajar Ipa Pada Masa Pandemi Covid-19 Berbasis Smart Solution Bagi Siswa Smp Di Desa Ratogesa. JURNAL ABDIMAS ILMIAH CITRA BAKTI, 2(2), 200–205.
Fadilah, R., Bernard, M., Siliwangi, I., Terusan Jenderal Sudirman, J., Barat, J., Kunci, K., Newman, P., & dan Kesebangunan, K. (2021). Analisis Kesalahan Siswa Dalam Menyelesaikan Masalah Matematika Kontekstual Materi Kekongruenan Dan Kesebangunan. Jurnal Pembelajaran Matematika Inovatif, 4(4), 817–826. https://doi.org/10.22460/jpmi.v4i4.817-826
Fepriyanti, U., & Wiyani, N. A. (2020). Problematika Pembelajaran Jarak Jauh pada Keluarga Petani di MI Ma’arif NU Karanggedang 2 Purbalingga. Jurnal Kependidikan, 8(2), 191–206. https://doi.org/10.24090/jk.v8i2.4686
Handayani, L. (2020). Keuntungan, Kendala, dan Solusi Pembelajaran Online Selama Pandemi COVID-19: Studi Ekploratif di SMPN 3 Bae Kudus. Journal of Industrial Engineering & Management Research, 1(2), 15–23. https://doi.org/https://doi.org/10.7777/jiemar.v1i2
Hanggara, Y., & Wajubaidah. (2016). Eksperimentasi Model Pembelajaran Kooperatif Tipe Jigsaw dan STAD terhadap Hasil Belajar Matematika Ditinjau dari Motivasi Belajar Siswa Kelas VII SMPN 50 Batam Tahun Pelajaran 2015/2016. Pythagoras:Jurnal Program Studi Pendidikan Matematika, 5(2), 131–138. http://journal.unrika.ac.id/index.php/jurnalphythagoras/article/view/465
Hanifah, A. M., & Sumardi. (2018). Pengaruh kesulitan belajar dan keaktifan siswa terhadap hasil belajar di mts negeri 4 wonogiri. 165–170.
Haryati, S. (2017). Belajar dan Pembelajaran Berbasis Cooperative Learning. Graha Cendekia.
Ishartono, N., & Nurcahyo, A. (2018). Studi Kasus Media Pembelajaran Matematika Berbasis Powerpoint Karya Mahasiswa Semester 6 Prodi Pendidikan Matematika Ums. JINoP (Jurnal Inovasi Pembelajaran), 4(2), 141. https://doi.org/10.22219/jinop.v4i2.6624
Ishartono, N., Nurcahyo, A., Waluyo, M., Razak, R. A., Sufahani, S. F., & Hanifah, M. (2022). GeoGebra-based flipped learning model: An alternative panacea to improve student's learning independence in online mathematics learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(3). https://doi.org/10.23917/jramathedu.v7i3.18141
Juwaeriah, S., Muhyani, M., & Ikhtiono, G. (2018). Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Motivasi Belajar Dan Hasil Belajar Siswa Pada Mata Pelajaran Matematika. Attadib: Journal of Elementary Education, 1(2), 78. https://doi.org/10.32507/attadib.v1i2.24
Mustakim. (2020). Efektivitas Pembelajaran Daring Menggunakan Media Online Selama Pandemi COVID-19 pada Mata Pelajaran Matematika. Al Asma : Journal of Islamic Education, 2(1), 1–12. https://doi.org/https://doi.org/10.24252/asma.v2i1.13646
Rahma, N. A., & Pujiastuti, H. (2021). Efektivitas Pembelajaran Daring Matematika Pada Masa Pandemi Covid-19 Di Kota Cilegon [the Effectiveness of Mathematics Online Learning During the Covid-19 Pandemic in Cilegon City]. JOHME: Journal of Holistic Mathematics Education, 5(1), 1. https://doi.org/10.19166/johme.v5i1.3811
Ramadhani, M. J. F., & Hanggara, Y. (2019). Penerapan Model Pembelajaran Jigsaw Dan Kancing Gemerincing Ditinjau Dari Minat Belajar Terhadap Hasil Belajar Siswa. Pythagoras, 8(2), 72–81. https://doi.org/10.33373/PYTHAGORAS.V8I2.1904
