The Influence of JIGSAW Learning Model and Discovery Learning on Learning Discipline and Learning Outcomes

Autor/inn/en	Usman, M.; Degeng, I. Nyoman S.; Utaya, Sugeng; Kuswandi, Dedi
Titel	The Influence of JIGSAW Learning Model and Discovery Learning on Learning Discipline and Learning Outcomes
Quelle	In: Pegem Journal of Education and Instruction, 12 (2022) 2, S.166-178 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Usman, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Outcomes of Education; Cooperative Learning; Teaching Methods; Discovery Learning; Comparative Analysis; Educational Improvement; Student Centered Learning; Instructional Effectiveness; Models + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Entdeckendes Lernen; Teaching improvement; Unterrichtsentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtserfolg; Analogiemodell
Abstract	This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% ([alpha] = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes. Learning outcomes varied between groups of students who were taught using the collective learning model and groups of students who were taught using the exploratory model, different results were obtained. Learning outcomes varied between groups of students with high levels of learning discipline and groups of students with low levels of learning discipline. Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as student- centered learning. Especially in the message design course (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01