Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

Amiruddin Kade, I Nyoman Sudana Degeng, Muhammad Nur Ali

Abstract


Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics

Keywords


jigsaw, direct learning, learning style of conceptual understanding

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Copyright (c) 2019 Amiruddin Kade, I Nyoman Sudana Degeng, Muhammad Nur Ali


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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