Definition of Jigsaw Method
In explanation from Amador & Mederer
(2013) “Jigsaw is a method that emphasizes peer learning by dividing the labor
of learning among small groups of students. It can be used in two basic ways:
as a discussion/peer-learning experience as an end in itself, and/or a work
team that produces a tangible group product or project. In both cases, the Jigsaw
group arrangement allows students to help each other understand information
about corresponding topics by apportioning the work of learning each student in
a small group is responsible for acquiring expertise about a different topic,
theory, or reading, and sharing their expertise with others in the group” (p.
90).
Zisa (2009, p. 53)
stated that Jigsaw is a cooperative learning strategy used for acquiring and
presenting new material, for review, and for preparing students for
debates. It provides an alternate method
of introducing new material and creates information interdependence. It ensures that participants orally rehearse
and cognitively elaborate the information being learned. It models a cooperatively structured lesson.
Drew,
Israel and Klein
(2009, p. 4) this method allows team members to process a
large amount of materials without having to read or become an expert on all of
it. Individuals are assigned a portion of an article or a separate article.
They are responsible for sharing the main points with the rest of the team so
that the team members can gain an understanding. Avoid sectioning an article if
there are not logical breaking points. Individuals who were assigned the same
section first meet to discuss their section for a better understanding.
Individuals then return to the total group to share.
Based on Adam (2013) “Jigsaw teaching is
an appropriate strategy for social studies because there is often not always
one answer to a question. Rhetorical and open-minded questions are confronted
more easily when students have exposure to a plethora of perspectives. Concept
development is usually one of the main goals in a social studies lesson” (p.
11).
Naomi & Githua (2013) “Jigsaw is
a cooperative learning
strategy that enables
each student assigned to
a group or ‘home’ group to specialize in one aspect
of a learning
unit. Students meet with members from other groups who are assigned the
same aspect of a topic and after mastering the material, return to
the ‘home ‘ group as experts and teach this material to the group members. Jigsaw
can be used whenever material can be segmented into separate components. Each
group member becomes an expert on a different concept or procedure and
teaches it to
the group” (p. 176)
In addition Mengduo & Xiaoling
(2010) “Jigsaw learning makes it possible for students to be introduced to
material and yet bear a high level of personal responsibility. It helps
develop teamwork and
cooperative learning skills within
all students and a depth
of knowledge not
possible if the
students learn all of
the material on
them own. Finally,
since students are supposed to
report their own findings
to the home
group in Jigsaw
learning, it quite
often discloses a
student’s own understanding of a
concept as well as reveal any misunderstandings” (p. 115).
Based on the some
defenition of Jigsaw above the reseracher conclude that Jigsaw is a cooperative learning
strategy. It provides an
alternate method of introducing new material and creates information
interdependence. the Jigsaw group arrangement allows
students to help each other understand information about corresponding topics
by apportioning the work of learning each student in a small group is
responsible for acquiring expertise about a different topic, theory, or
reading, and sharing their expertise with others in the group
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