ISSN: 2226-6348
Open access
The present work aims to investigate students’ performances in cooperative learning with particular emphasis given to Jigsaw method’s effectiveness in improving written communication skills of Form 6 students in History Education. Taking into consideration a well-grounded literature review from several research studies on this matter, the paper explores the attitudes toward cooperative learning and the Jigsaw method in diverse educational settings. The findings underscore the significant positive impact of cooperative learning approaches on student engagement and communication skills development. Specifically, the study reveals that students exhibit a strong preference for collaborative learning methods like the Jigsaw technique, highlighting its effectiveness in promoting active participation and fostering a conducive learning environment. The results are in favour of the fact that students hold high regard for these modes of learning, indicating how critical they are in ensuring that collaborative learning takes place and equally helps in developing communication skills. Using the results from students’ feedback and empirical evidence, this study provides crucial information on the Jigsaw technique as one of the best ways of excelling students in Form 6 in their written communication skills.
Asda, Y. (2022). Efektivitas Pembelajaran Model Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Sejarah Kebudayaan Islam Pada Siswa Man Model Banda Aceh. PENDALAS: Jurnal Penelitian Tindakan Kelas Dan Pengabdian Masyarakat, 2(3), 160-174.
Baken, E. K., Adams, D. C., & Rentz, M. S. (2022). Jigsaw method improves learning and retention for observation-based undergraduate biology laboratory activities. Journal of Biological Education, 56(3), 317-322. https://doi.org/10.1080/00219266.2020.1796757
Butera, F., & Buchs, C. (2019). Social interdependence and the promotion of cooperative learning. Social psychology in action: Evidence-based interventions from theory to practice, 111-127. https://link.springer.com/chapter/10.1007/978-3-030-13788-5_8
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83-96. https://doi.org/10.1016/j.system.2019.03.005
Chopra, D., Kwatra, G., Bhandari, B., Sidhu, J. K., Rai, J., & Tripathi, C. D. (2023). Jigsaw classroom: perceptions of students and teachers. Medical Science Educator, 33(4), 853-859. https://link.springer.com/article/10.1007/s40670-023-01805-z
Costouros, T. (2020). Jigsaw Cooperative Learning versus Traditional Lectures: Impact on Student Grades and Learning Experience. Teaching & Learning Inquiry, 8(1), 154-172. https://eric.ed.gov/?id=EJ1251258
Dhull, P., & Verma, G. (2019). Jigsaw teaching technique for teaching science. International Journal of Research and Analytical Reviews (IJRAR), 6(2), 809-15. www.ijrar.org
Ecker, A. (2022). Communications on History. Building Identity and “Making Sense of History” in the History Course—A Matrix for Empowering Historical Thinking. Creative Education, 13(8), 2680-2710. DOI: 10.4236/ce.2022.138170
Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in psychology, 11, 539791. https://doi.org/10.3389/fpsyg.2020.01157
Harahap, R. R., Makhroji, M., Zulida, E., Fadlia, F., & Chairuddin, C. (2021). A Study of Effectiveness Cooperative Learning Models in Efl Classroom. Journal of Education, Linguistics, Literature and Language Teaching, 4(02), 6-24. https://doi.org/10.33059/ellite.v5i02.3166
Hortiguela Alcala, D., Hernando Garijo, A., Pérez-Pueyo, Á., & Fernández-Río, J. (2019). Cooperative learning and students’ motivation, social interactions and attitudes: Perspectives from two different educational stages. Sustainability, 11(24), 7005. https://doi.org/10.3390/su11247005
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Active learning—Beyond the future, 59-71. https://www.doi.org/10.5772/intechopen.81086
Kaviza, M. (2019). Hubungan penerapan elemen kemahiran pemikiran sejarah dalam proses pengajaran dan pembelajaran terhadap pencapaian mata pelajaran sejarah dalam kalangan murid. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(1), 30-38. https://jice.um.edu.my/index.php/JUKU/article/view/17859/10029
Lui, M. Z. M., & Ahmad, A. (2021). Minat murid terhadap gaya, kaedah pengajaran dan pembelajaran guru dalam pendidikan Sejarah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(2), 211-221. https://doi.org/10.47405/mjssh.v6i2 .676
Nurweda, N. (2022). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw dalam meningkatkan hasil belajar siswa pada mata pelajaran Sejarah. VOCATIONAL: Jurnal Inovasi Pendidikan Kejuruan, 2(1), 19-26. https://doi.org/10.51878/vocational.v2i1.835
O’Leary, N., Barber, A., & Keane, H. (2019). Physical education undergraduate students’ perceptions of their learning using the jigsaw learning method. European Physical Education Review, 25(3), 713-730. doi.org/10.1177/1356336X18767302
Rios, J. A., Ling, G., Pugh, R., Becker, D., & Bacall, A. (2020). Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements. Educational Researcher, 49(2), 80-89. https://doi.org/10.3102/0013189X19890600
Sarifuddin, N., & Ahmad, A. (2023). Keberkesanan Pembelajaran Koperatif Menggunakan Kaedah Jigsaw II dalam Penulisan Esei Sejarah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(1), e002030-e002030. https://doi.org/10.47405/mjssh.v8i1.2030
Seyhan, A. (2021). Examination of the Structural Effectiveness of the Jigsaw Method on Students. African Educational Research Journal, 9(4), 963-974. DOI: 10.30918/AERJ.94.21.144
Sparks, J. R., Song, Y., Brantley, W., & Liu, O. L. (2014). Assessing written communication in higher education: Review and recommendations for next-generation assessment (ETS Research Report No. RR-14-37). Princeton, NJ: Educational Testing Service. doi:10.1002/ets2.12035
Sugino, C. (2021). Student perceptions of a synchronous online cooperative learning course in a Japanese women’s university during the COVID-19 pandemic. Education Sciences, 11(5), 231. https://doi.org/10.3390/educsci11050231
Talib, N. S. A., Awang, M. M., Ghani, K. A., & Yusuff, N. A. (2019). Penggunaan multimedia dalam mata pelajaran sejarah. International Online Journal of Language, Communication, and Humanities, 2(2), 86-98. http://103.101.244.124/journal/index.php/insaniah/article/view/57/34
Tran, V. D. (2019). Does Cooperative Learning Increase Students' Motivation in Learning?. International Journal of Higher Education, 8(5), 12-20. https://eric.ed.gov/?id=EJ1224129
(Ing & Nasri, 2024)
Ing, W. S., & Nasri, N. binti M. (2024). The Effectiveness of the Jigsaw Cooperative Learning Approach in Enhancing Written Communication Skills among form 6 History Students. International Journal of Academic Research in Progressive Education and Development, 13(3), 2437–2449.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode