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All Journal Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis Jurnal Pertanian Agros Viabel : Jurnal Ilmiah Ilmu-Ilmu Pertanian International Journal of Trends in Mathematics Education Research (IJTMER) Education Journal: Journal Educational Research and Development Journal of Education Technology and Inovation
Darsan, Darsan
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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THE EFFECT OF THE IMPLEMENTATION OF THE JIGSAW MODEL ON STUDENTS' MOTIVATION AND LEARNING OUTCOMES IN THE SUBJECT OF ENTREPRENEURSHIP AT HIDAYATUL MUBTADIIN VOCATIONAL SCHOOL Zaenal , Fanani; Darsan, Darsan; Intyas, Endarwanto
Journal of Education Technology and Inovation Vol. 6 No. 1 (2023): June
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v6i1.1009

Abstract

One learning strategy that pays attention to the abilities of students and is essentially oriented towards a constructive view is cooperative learning. There are several kinds of cooperative learning, one of which is the Jigsaw cooperative learning type. The aim of the research was to find out the implementation of the jigsaw model on student motivation and learning outcomes in Entrepreneurship subjects. This research is a study that observes the significance of the effect of the independent variables on the dependent variable so that the approach to this variable is causal quantitative. The population was taken by all even semester XI class students at Hidayatul Mubtadiin Vocational School in the 2021/2022 academic year. While the sample is part of the population that will be used as research objects or respondents/representative of the population. The techniques that the authors use for data collection in this study are as follows 1) Observation Techniques, 2) Documentation Techniques, 3) Tests. In this study, descriptive analysis was used to describe the data according to each variable which includes: mean, median, mode, and standard deviation. Based on the analysis of research results and discussion, the conclusions of this study are as follows 1) There is an influence of the Jigsaw Model Implementation on student learning motivation in Entrepreneurship subjects, 2) There is an influence of the Jigsaw Model Implementation on student learning outcomes in Entrepreneurship subjects, 3 ) There is an influence of the influence of the implementation of the Jigsaw Model on student motivation and learning outcomes in the subject of Entrepreneurship
Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember darsan, darsan
Journal of Education Technology and Inovation Vol. 6 No. 1 (2023): June
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v6i1.1332

Abstract

The teacher has the responsibility to determine the success of teaching and learning in schools. In addition, the learning process in the classroom requires the application of learning models so that learning becomes more interesting for students. One of them is by using a jigsaw, with the aim of increasing student interest and learning outcomes. This research is a class action research (CAR). Data collection techniques were carried out using documentation, observation, interviews, questionnaires, and test methods. The results of this study indicate the application of the jigsaw cooperative learning model in practice there are 7 steps, namely, forming heterogeneous groups consisting of ± 4 people, each member in the group is given a different subtopic, forming expert groups, expert group discussions, distributing expert groups, explaining the material to the original group, presenting the results of the discussion and finally closing. The application of this type of jigsaw cooperative learning model can increase student interest and learning outcomes. This can be seen from the percentage of interest in cycle I of 64.0% and in cycle II of 84.3%. Whereas the percentage of learning outcomes in cycle I and cycle II increased by 22.2%, namely in cycle I by 61.1%, increased in cycle II to 83.3%, the results of the data were obtained from filling out the test questions
Implementation of Multi-Strategy Blended Learning Approach to Enhance Elementary Students' Communication Skills and Academic Achievement darsan, darsan
Journal of Education Technology and Inovation Vol. 8 No. 2 (2025): Journal of Education Technology and Inovation (December)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i2.2666

Abstract

This study investigates the effectiveness of a multi-strategy blended learning approach in improving elementary students’ communication skills and academic achievement in East Java, Indonesia. A quasi-experimental design with a pre-test and post-test control group was employed, involving 120 students from Grades 4 to 6. The intervention was conducted over 12 weeks and integrated inquiry-based discovery, small-group discussion, role-play, simulation, and collaborative learning activities. The study is grounded in social constructivist theory, emphasizing knowledge construction through interaction, problem-solving, and structured learning environments. Quantitative data were collected using standardized instruments measuring communication skills, learning engagement, and academic achievement. Data were analyzed using paired-sample t-tests, independent-sample t-tests, and analysis of covariance to control for initial differences between groups. The results indicate that students in the experimental group showed significant improvement in communication skills, academic achievement, and learning engagement compared to the control group. The findings also reveal that the implementation of blended learning contributed substantially to the observed learning outcomes. This study provides empirical evidence on the effectiveness of integrating multiple instructional strategies within a blended learning framework in elementary education. It highlights the potential of active and collaborative learning approaches to enhance student outcomes, particularly in contexts with varying levels of resources and student readiness. The results suggest the importance of teacher capacity development, appropriate instructional design, and contextual adaptation to support effective implementation of blended learning in primary education.
Co-Authors Abdul Muis endra, priawasana Fina Sulistiya Ningsih Hatikah, Bafadal Intyas, Endarwanto Kustiyowati, Kustiyowati Moh. Yusuf Dawud Nikmah, Sofa Daimatin Priawasana, Endra Rudiyanto, Slamet Werdining , Wulan Yusdiantara, Yusdiantara Zaenal , Fanani