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JIGSAW LEARNING STRATEGY IN A DIVERSE SCIENCE-CLASSROOM SETTING: FEASIBILITY, CHALLENGES, AND ADJUSTMENT

Cakrawala Pendidikan · Vol. 39 No. 3 (2020) · pp. 733–745

DOI
10.21831/cp.v39i3.30634
ISSN
2442-8620, 0216-1370
Published
2020-10-14
Publisher
LPMPP Universitas Negeri Yogyakarta
Language
eng

Abstract

Jigsaw learning strategy is considered effective in enhancing students' learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher's lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.

Keywords

Collaboration network of the authors

40 authors · 85 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Politeknik Negeri Ujung Pandang
  • Universitas Jambi
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Afrida AfridaAffiliation unknown5
Minarni MinarniAffiliation unknown3
Epinur EpinurAffiliation unknown3
Eddy HaryantoAffiliation unknown3
Upik YeliantiAffiliation unknown2
Agus SyarifAffiliation unknown2
Dwi SuryahartatiAffiliation unknown2
Yusnidar YusnidarAffiliation unknown2
Muhammad AliAffiliation unknown2
Sofyan SofyanPoliteknik Negeri Ujung Pandang2
Bayu EfriantoAffiliation unknown2
Pratiwi SaputriAffiliation unknown1
Nazurty NazurtyAffiliation unknown1
Tuti AlawiyahAffiliation unknown1
Hendra Riza AsrilAffiliation unknown1
Andiopenta PurbaAffiliation unknown1
Y. G. ArmandoAffiliation unknown1
Armando ArmandoAffiliation unknown1
Nely ArifAffiliation unknown1
Ernanda ErnandaAffiliation unknown1
Aulia SanovaAffiliation unknown1
Harizon HarizonAffiliation unknown1
Asmiyunda AsmiyundaAffiliation unknown1
Firdiawan EkaputraAffiliation unknown1
Santria UlfaAffiliation unknown1
Rina DiningsihAffiliation unknown1
Lusia Oktri WiniAffiliation unknown1
Tari SafitriAffiliation unknown1
POVI FRANSISKAAffiliation unknown1
IMELDA YOSEAffiliation unknown1
SofyanUniversitas Jambi1
Winda TrisnawatiAffiliation unknown1
Sukandar HadiAffiliation unknown1
Samsinar SamsinarAffiliation unknown1
Naswir MuhammadAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">JIGSAW LEARNING STRATEGY IN A DIVERSE SCIENCE-CLASSROOM SETTING: FEASIBILITY, CHALLENGES, AND ADJUSTMENT</dc:title>
	<dc:creator>Effendi Hasibuan, Muhammad Haris</dc:creator>
	<dc:creator>Fuldiaratman, Fuldiaratman</dc:creator>
	<dc:creator>Dewi, Fatria</dc:creator>
	<dc:creator>Sulistiyo, Urip</dc:creator>
	<dc:creator>Hindarti, Susi</dc:creator>
	<dc:subject xml:lang="en-US">jigsaw learning</dc:subject>
	<dc:subject xml:lang="en-US">diverse science-classroom setting</dc:subject>
	<dc:subject xml:lang="en-US">feasibility</dc:subject>
	<dc:subject xml:lang="en-US">challenges</dc:subject>
	<dc:subject xml:lang="en-US">adjustment</dc:subject>
	<dc:description xml:lang="en-US">Jigsaw learning strategy is considered effective in enhancing students' learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher's lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.</dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2020-10-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/30634</dc:identifier>
	<dc:identifier>10.21831/cp.v39i3.30634</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 39 No. 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020; 733-745</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/30634/pdf_1</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Cakrawala Pendidikan</dc:rights>
</oai_dc:dc>