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The effectiveness of Jigsaw Method and CIRC Method on Enhancing Students' High Order Thinking Skills with Different Self-Efficacy Levels through Blended Learning

Journal of Innovation in Educational and Cultural Research · Vol. 3 No. 2 (2022) · pp. 185–199

DOI
10.46843/jiecr.v3i2.92
ISSN
2722-9696, 2722-9688
Published
2022-02-14
Publisher
Yayasan Keluarga Guru Mandiri
Language
eng

Abstract

High-order thinking skills require people not only to remember what they have learned but to analyze and evaluate the information, and later create, use, and maximize the information. The objectives of the study is to analyze the effect of Jigsaw and CIRC Method on enhancing students’ reading HOTS in terms of different self-efficacy levels. This study implemented mixed methods. The study was conducted at the eleventh grade of SMAN 11 Bandung. Two classes with purposive sampling were participated in this study. The instrument were reading HOTS test supported by classroom observation. Quantitative data were analyzed by Shapiro Wilk and Levene Test, continued by Wilcoxon Test, paired t-test, one-way ANOVA, two-way ANOVA, Mann Whitney test, and Pearson Chi-Square test, whereas the qualitative data were analyzed by content and thematic analysis.  The data revealed that the implementation of the Jigsaw Method was only effective on enhancing students' reading HOTS in low self-efficacy levels and could not enhance students' reading HOTS in moderate and high self-efficacy levels. Whereas, the implementation of the CIRC Method was not effective on enhancing students' reading HOTS in low, moderate, and high self-efficacy levels

Keywords

Collaboration network of the authors

15 authors · 23 co-authorship links

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Co-authorOrganisationJoint articles
Alamsyah HarahapAffiliation unknown2
Safnil SafnilAffiliation unknown2
Azwandi AzwandiAffiliation unknown1
Miftahul JannahAffiliation unknown1
Santiana SantianaAffiliation unknown1
Saad BoulahnaneAffiliation unknown1
Alexon AlexonAffiliation unknown1
Haryani HaryaniAffiliation unknown1
Annisa AstridAffiliation unknown1
Paidi GusmulianaAffiliation unknown1
Kodarni KodarniAffiliation unknown1
Didin WahidinAffiliation unknown1
Nandang Arif SaefulohAffiliation 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) http://jiecr.org/index.php/jiecr/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The effectiveness of Jigsaw Method and CIRC Method on Enhancing Students' High Order Thinking Skills with Different Self-Efficacy Levels through Blended Learning</dc:title>
	<dc:creator>Lestari, Zubaedah Wiji</dc:creator>
	<dc:creator>Syafryadin, Syafryadin</dc:creator>
	<dc:subject xml:lang="en-US">Jigsaw Method, CIRC Method, reading HOTS, self-efficacy</dc:subject>
	<dc:description xml:lang="en-US">High-order thinking skills require people not only to remember what they have learned but to analyze and evaluate the information, and later create, use, and maximize the information. The objectives of the study is  to analyze the effect of  Jigsaw and CIRC Method on enhancing students’ reading HOTS in terms of different self-efficacy levels. This study implemented mixed methods. The study was conducted at the eleventh grade of SMAN 11 Bandung. Two classes with purposive sampling were participated in this study. The instrument were reading HOTS test supported by classroom observation.  Quantitative data were analyzed by Shapiro Wilk and Levene Test, continued by Wilcoxon Test, paired t-test, one-way ANOVA, two-way ANOVA, Mann Whitney test, and Pearson Chi-Square test, whereas the qualitative data were analyzed by content and thematic analysis.   The data revealed that the implementation of the Jigsaw Method was only effective on enhancing students' reading HOTS in low self-efficacy levels and could not enhance students' reading HOTS in moderate and high self-efficacy levels. Whereas, the implementation of the CIRC Method was not effective on enhancing students' reading HOTS in low, moderate, and high self-efficacy levels</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-02-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/92</dc:identifier>
	<dc:identifier>10.46843/jiecr.v3i2.92</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 3, No 2 (2022); 185-199</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v3i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/92/43</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>