Improving Students’ Learning Outcomes through Jigsaw Method: A Classroom Action Research at SMPN 8 Satap Woja

ABSTRACT


INTRODUCTION
As teachers, educators, and instructors are agents of societal change, within the realm of education, the function that instructors play is one that is both significant and purposeful (Bautista, 2019).According to Kostoulas et al., (2019) and Rahmah & Ilham (2022), teachers have the power to alter the mentalities, attitudes, thus, educational institution nowdays and age ought to have undergone some sort of revitalization or innovation in order to train students to become valuable human resources.This may get started in the classroom by introducing new ideas and activities that are creative and innovative for both teaching and learning (Seechaliao, 2017;Yusridawati, 2022;Sari et al., 2022).Teachers are not required to keep to a single method in the course of teaching and learning activities; rather, they should use a variety of ways to ensure that the learning process is not monotonous (Van Alten et al., 2019).
One of the most essential factors that contributes to the success of the teaching and learning process is the pleasant connection that exists between instructors and pupils (Rahman & Yuzar, 2020).The interaction process that is in question is not simply a relationship between teachers and students and the delivery of subject matter; rather, it takes the form of educative interactions (e.g.question-answer, turn-taking, negotiation and feedback) that aim to cultivate an attitude of confidence in students, respect the learning process, and be meaningful in day-to-day life (Lian et al., 2020;Yuliza, 2022;Muntasir et al., 2022).One of the reasons for the poor quality of learning outcomes is because teachers are unable to examine teaching materials and apply appropriate learning models that are in accordance with teaching materials (Van Alten et al., 2019;Khamroev, 2021;Saputra & Muntasir, 2021).Thus, this is one of the causes of the low quality of learning outcomes.
Jigsaw cooperative learning was chosen as the learning approach to apply in this investigation.The Jigsaw approach was invented by Elliot Aronson and adopted by Slavin and colleagues (Nalls & Wickerd, 2022).Many experts provided the useful suggestions in using Jogsaw technique, as a teaching strategy, the Jigsaw method begins with the pupils being split up into heterogeneously diverse little groups of five to six individuals each (Aronson, 1978;Ab Murat, 2008;Blajvaz et al., 2022).Students receive their assigned reading material in the form of a text that has been broken up into multiple sub-chapters for easier comprehension.Every member of the group has been tasked with reading the sub-chapters and is accountable for studying the various sections that have been provided to them.Participants from various groups take part in the activity.In addition, every member of the group who is accountable for the same sub-chapter participates in a meeting of an expert group (Aronson, 2022).They have a conversation on the information that has been read and falls under their duty.Following completion of their deliberations on the topic at hand within the expert group, members of the group revert back to the initial group.In addition, the outcomes of the conversation held inside each expert group are relayed by every member of the group.
Learning outcomes, in accordance with Adam's (2004) definition, are the manifestation of change in a person's behavior that is observable and measurable in terms of their knowledge, attitudes, and abilities.These shifts have the potential to be understood as an improvement and progression that is superior to what existed previously; however, there are some who do not recognize this.The term "learning outcomes" refers to the maximum results that a student has attained after going through the teaching and learning process in the process of studying a specific subject matter (Hussey & Smith, 2003).These results can be understood as "learning outcomes."Learning outcomes are not absolute in the form of values; rather, they might take the form of changes, reasoning, self-discipline, abilities, and so on that lead to positive improvements in one's life (Erikson & Erikson, 2019).
The process of determining the worth of student learning through assessment activities or measurement of learning outcomes is referred to as understanding learning outcomes (or simply learning outcomes).On the basis of the prior knowledge, learning outcomes can shed light on the primary objective, which is to ascertain the level of success achieved by students after participating in a learning activity (Falchikov & Goldfinch, 2000), with the success rate being then marked by a value scale in the form of letters, words, or symbols (Al-Thani et al., 2014;Premalatha, 2019;Yuzar, 2022).The learning outcomes that an individual is able to accomplish are the product of the interaction of a number of different elements that have an effect on them from within (internal factors) as well as from without (external factors).Aspects of the pupils themselves, most notably their skills and capacities.The factor of the student's ability has a significant impact on the learning results that are accomplished.

METHODS
This study is an illustration of classroom action research, famously known as CAR.CAR is characterized by the fact that it is conducted multiple times in order to obtain the desired educational objectives.The cyclical action stage will serve as the blueprint for the implementation of this classroom action study.The spiral modification described by Kemmis and McTaggart is the one that this study model is referring to (Altrichter et al., 2002).Each cycle is completed by working through a number of steps, the first of which is the planning stage, the second is an action phase, the third one is observing and concluded by the reflection stage.This study was carried out within one classroom, with twenty students junior high school students at SMPN 8 Satap Woja.There were eight female students and twelve male students participated in the study.All of these students are currently enrolled in the 2022/2023 academic year.This particular class has been selected as the This article is licensed under CC BY-SA 4.0 : https://doi.org/10.47766/jetlee.v3i1.671focus of research due to the fact that the level of activity and the low learning outcomes in general have not yet achieved the Minimum Standard Score.

RESULTS AND DISCUSSION
The activities of cycle I and cycle II are described in this part of the paper.At the planning stage, researcher created learning tools such as lesson plans, test questions, and supporting teaching materials.Then, it was followed by the activity and implementation phase.

Cycle I
The teaching and learning activities were implemented in class VIII with 20 students on August 23, 2022.In this case, the researcher takes on the role of a teacher.The lesson plans that have been prepared are referred to as the teaching and learning process.Concurrently with teaching and learning activities, observations are conducted.Further, students were given a formative test 1 at the end of the teaching and learning process to assess and determine their level of success in the teaching and learning process that has been carried out.
According to the percentage of students who have completed their learning out of a total of 20, barely half of the students have completed the teaching-learning process.Moreover, in the teaching and learning process, information is derived from observations.It has been discovered that students are less committed to the teaching and learning process, resulting in a decrease in the teacher's motivation to deliver the learning objectives.In addition, it has been determined that the teacher is poor at time management, and as a consequence, some of the students are less enthusiastic to follow the learning process.Because the implementation of teaching and learning activities in Cycle 1 is still inadequate, improvements will be required in the subsequent cycle.As a result, it is hoped that teacher would improve her ability to motivate pupils and provide clearer explanations of learning objectives.The instructor is then responsible for time management by incorporating essential information and providing notes.Equally important is that teachers improve their capacity to motivate themselves and their degree of enthusiasm.

Cycle II
A total of twenty students participated in the second cycle, which began on August 24, 2022 at SMPN 8 Satap Woja and was conducted in class VIII.During this stage of the process, the researcher develops learning resources such as lesson plans, exam questions, and other supplementary instructional resources.The teaching and learning process makes reference to the modified lesson plans from cycle I, with the goal of ensuring that the problems that were present in cycle I do not appear in cycle II.Concurrently with the delivery of instruction and the acquisition of knowledge, observations and observations are carried out.According to the degree to which students in a group of 20 have mastered the material, 14 of the students, or 70 percent, have done so, while 6 of the students, or 30 percent, have not completed their learning process.The following is an explanation of how the results of the second cycle came out: the maximum score possible was 95, the lowest score possible was 45, and the average grade was 70.5%.

CONCLUSION
It is possible to draw the following conclusion based on the findings of classroom action research that was carried out in two cycles at SMPN 8 Satap Woja that the Jigsaw cooperative learning model has the potential to improve the learning outcomes of students in class VIII at SMPN 8 Satap Woja.The average score on the pretest was 47%, in the cycle I was 58% and in the cycle II was 70.5% respectively.In addition, there were 10 students who finished the teaching-learning process in Cycle I, making up 50% of the total number of students.In Cycle II, however, there were 14 students who finished the teaching-learning process, making up 70% of the total number of students.