ANATOMY PRACTICAL SESSION USING JIGSAW METHOD

Saharnauli Janna Verawaty Simorangkir

doi:10.22146/jpki.48950

ANATOMY PRACTICAL SESSION USING JIGSAW METHOD

https://doi.org/10.22146/jpki.48950

Saharnauli Janna Verawaty Simorangkir^(1*)

(1) Universitas HKBP Nommensen
(*) Corresponding Author

Abstract

Background: The challenge faced by anatomy educator today is the number of medical education students added with medical competencies about the anatomy of human body that must be achieved and the limited teaching staff. Other problems are the reduced time allocation for anatomy lectures and decreasing student knowledge about the anatomy of the human body. To answer these problems, one solution that can be done is to test the most effective method to help students understand each topic given in lectures and practicum anatomy. The aim of this research was to find out the difference in learning achievement and learning motivation between Jigsaw group and control group during anatomy practicum.
Method: This research was a quasi-experimental research. The samples of this research were all medical students of UHKBPN batch 2017 who were actively undergoing lectures. The number of samples of this study were 39 people, where the control group was 20 people and the Jigsaw group were 19 people. Data collection instruments were the SMTSL questionnaire and the pretest and posttest questions.
Results: Bivariate analysis results showed an increase in posttest results in both groups (p <0.05). Univariate analysis results for the questionnaire scores showed that most students in the two groups had moderate motivation, while the results of the bivariate analysis showed no difference between the two groups (p> 0.05).
Conclusion: The Jigsaw cooperative learning method is effective to be implemented in anatomy practicum.

Keywords

anatomy, practicum, jigsaw, SMTSL

Full Text:

PDF

References

1.Yammine K. The Current Status of Anatomy Knowledge : Where are We Now? Where do We Need to Go and How do We Get There? J Teach Learn Medcine. 2014;26(2):1–5.
2. Moxham BJ, Moxham SA. The relationships between attitudes , course aims and teaching methods for the teaching of Gross Anatomy in the Medical Curriculum. Eur J Anat. 2007;11(1):19–30.
3. Gregory S, Cole T. The changing Role of Dissection in Medical education. JAMA. 2002;287:1180–1.
4. Slavin R. Cooperative learning: Theory, research and practice. 2nd ed. Boston: Allyn and Bacon; 1995.
5. Sagsoz O, Karatas O, Turel V, Yildiz M, Kaya E. Effectiveness of Jigsaw learning compared to lecture-based learning in dental education. Eur J Dent Educ. 2015;21(7):28–32.
6. Sagsoz O, Karatas O, Turel V, Yildiz M, Kaya E. Effectiveness of Jigsaw learning compared to lecture-based learning in dental education. Eur J Dent Educ. 2017;21(1):28–32.
7. Evcim H, İpek ÖF. Effects of Jigsaw II on Academic Achievement in English Prep Classes. Procedia - Soc Behav Sci. 2013;70:1651–9.
8. Slavin RE. Cooperative Learning and Academic Achievement : Why Does Groupwork Work ? Four Major Theoretical Perspectives on Co- operative Learning and Achievement. 2014;30:785–91.
9. Koprowski JL, Perigo N, Koprowski JL, Perigo N. Cooperative Learning as a Tool To Teach Vertebrate Anatomy. Am Biol Teach. 2000;62(4):282–4.
10. Setyaningsih S, Masruhim MA, Rambitan VM. Pengaruh Model Pembelajaran Jigsaw dengan Flashcard Terhadap Motivasi dan. J Biol Educ. 2017;6(3):293–300.
11. Muhammad Z. Pengaruh Metode Pembelajaran Kooperatif Tipe Jigsaw terhadap Motivasi dan Hasil Belajar Mahasiswa. J Keperawatan. 2018;9(1):65–71.
12. Esnawy S. EFL/EAP Reading and Research Essay Writing Using Jigsaw. Procedia - Soc Behav Sci [Internet]. 2016;232:98–101. Available from: http://dx.doi.org/10.1016/j.sbspro.2016.10.033
13. Simorangkir SJV. The effectiveness of Jigsaw learning method compared to lecture-based
learning in anatomy lectures. J Pendidik Kedokt Indones. 2018;7(2):118–24.
14. Yuniarto E, Studi P, Matematika P, Malang UW. Pengembangan instrumen penilaian motivasi belajar mahasiswa pendidikan matematika. LIKHITAPRAJNA J Ilm. 2017;19(2):1–8.
15. Tuan HL, Chin CC, Shieh SH. measure students’ motivation towards The development of a questionnaire to measure students ’ motivation towards. Int J Sci Educ. 2005;27(6):37–41.
16. Özdemir E, Arslan A. The Effect of Self-regulated Jigsaw IV on University Students ‘ Academic Achievements and Attitudes towards English Course *. J Educ Train Stud. 2016;4(5):173–82.
17. Shume T, Stander E, Sutton-Grier A. The Jigsaw Method and Cooperative Learning. Sesync. 2015;
18. Sahin A. Effects of Jigsaw III technique on achievement in written expression. In: Asia Pacific Educ Rev. Seoul National University, Seoul, Korea: Education Research Institute;
2010.112
19. Karimi H, Caring E-B, Nursing S, Member F, Nursing S. Jigsaw: A good student-centered
method in medical education Intro. Futur Med Educ J. 2017;7(1):35–40.
20. Yuniarto E. Pengembangan Instrumen Penilaian Motivasi Belajar Mahasiswa Pendidikan
Matematika. J Likhitaprajna [Internet]. 2017;19(2):1–8. Available from: http:// likhitapradnya.wisnuwardhana.ac.id/index.
php/likhitapradnya/article/view/63

21. Fernandez-Rio J, Sanz N, Fernandez-Cando
J, Santos L. Impact of a sustained cooperative learning intervention on student motivation. Phys Educ Sport Pedagog [Internet]. 2016;8(2):1– 17. Available from:http://www.tandfonline.com/doi/full/10.1080/17408989.2015.1123238
22. Ural E, Ercan O, Gençoğlan DM. The effect of jigsaw technique on 6th graders’ learning of force and motion unit and their science attitudes and
motivation. Asia-Pacific Forum Sci Learn Teach. 2017;18(1):1–22.
23. Muhammad Z. Pengaruh Metode Pembelajaran Kooperatif Tipe Jigsaw Terhadap Motivasi Dan Hasil Belajar Mahasiswa. J Pembelajaran Mat. 2018;9(1):65–71.
24. Marhamah. Jigsaw Cooperative Learning : A Viable Teaching-Learning Strategy ? J Educ Soc Res. 2013;3(7):710–5.

DOI: https://doi.org/10.22146/jpki.48950