Proceeding of International Conference On Research, Implementation And Education

Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014

CE-7

IMPLEMENTATION OF JIGSAW MODEL WITH LESSON-STUDY-BASED ON

STRATEGY AND METHOD OF CHEMISTRY INSTRUCTION SUBJECT
(SMPK).

Muhammad Danial

(Lecturer from Chemistry Education FMIPA UNM)

Abstract

This research is aimed to increase the interactive activity and concept mastery of the
students of chemistry education study program on Strategy and Method of Chemistry
Instruction Subject through jigsaw model with lesson-study-based. Lesson study activity
with steps plan, do and see was conducted at Chemistry Department of Mathematics and
Science Faculty, State University of Makassar with 7 involved observers. Methods used
in this research is learning cycle (plan, do, and see) and collaborated with several SMPK
lecturer through collegiality principle and mutual learning. Present research was done on
odd semester academic year 2012/2013 with four cycles. The research subject is students
of chemistry education study program, received year 2010/2011.

Keywords: jigsaw, lesson study, instructional strategy and method

Introduction
Creation of effective and pleasant learning condition is very crucial on order to emerge
and develop variety of competences of students. The development of student’s competence
include cognitive, affective, and pshycomotoric competence is the main goal of a learning
process. Based on that, the application and elaboration of learning steps, strategy or learning
type should be afforded, either in direct instruction, investigation-based learning, or
cooperative-collaborative learning.
One learning types that has been known, applied, and developed is cooperative learning
type jigsaw. This learning type required a fixed unique planning type. As example, times that
used to organize specific skills required, the teacher can mapping how to make transition from
class instruction to small groups instruction can run well (Arends, 2007)
This learning type counted as learning type that implement team appreciation, individual
responsibility, and equal chance to success. According to Nur (2005) jigsaw could be used if the
subject course in written narrative form and the learning goal emphasize to concept in
descriptive material than skills. Continuously, Nur (2005) also explained that in jigsaw,
especially jigsaw II, the student work in heterogeneous team. The students asked to learn a
chapter or another subject to read and was given “expert sheet” that contain different topics to
each team members, so when reading section began, students from different team with same
topic met in an expert team to discuss their topic for 30 minutes. The experts then back to their
initial groups and then teach their topic to the teammate alternately. In the end, the students give
some quiz about all the topics and the score of that quiz become team score. The winner team
could be appreciated with a prize or certificate. Using this way, the students are expected to be
motivate to learn. Giving present technique can improving the student behavior to respond the
tasks given and maximally the mean of present that they get.
This learning type can develop several abilities and competences, for example high

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thinking order competence and pedagogical competence that can affect to professional
competence or mastery of subject concepts. The last competence is very important to the
prospective teacher as well as the professional teacher. The concept mastery is the ability to
understand and apply the lesson contentin every occasion or condition where that concept
required. This ability can be trained through a knowledge activities and learning skills, for
example lesson study activity. Lesson study is learningactivities studies collaboratively
andsustainable based on collegiality principle and mutual learning to build learning community
(Susilo, 2009). On lesson study implementation the teacher collaboratively: 1) studying the
curriculum, formulating the learning objectives and student development objectives (life-skills
development); 2) planning the learning to gaining the objectives; 3) performing and observing
the research lesson; and 5) taking reflection to discuss the lesson investigated and improved on
the next lesson planning (Susilo, 2009).
Relative with the aim to attaining the learning condition that effective to develop the
professional competence or the concept mastery of educational students, in this occasion, we are
the lesson study team carry out a learning research by implementing the steps of lesson study
(plan, do, and see) to the lecture subject Strategy and Method of Chemistry Instruction (SMPK).
This purposed to increase the knowledge and pedagogic competence to the chemistry teacher
candidate. Besides that, this research also aimed to introduce the steps of cooperative learning
type jigsaw. This lesson type include in simple cooperative learning, because the student only
discuss and solve the problem given by teacher in the classroom.
All this time, lecture of SMPK subject was held by two lecturers, where the lecturer
divide the lecture course for 16 times lecture process. So, each lecture get 8 times lecturing
process include the evaluation. This method absolutely has a limitation, such as variation of
information being lack because the lecturing course or discussion topics only from one lecturer.
This method also not a solid team because the team working partially, so the learning until
reflection to improve learning quality process not maximally transpired.
Based on that reason, SMPK lecturing through lesson study with open class
implementation (watched and observed by observer from another study program) very
important for continuous teaching profession development effort, so the professionalism and
concept mastery of students continuously increased.
The SMPK subject that that become research object through lesson study learning is
method and type of cooperative learning. So, this activity teach cooperative learning through
cooperative learning method that sets in learning cycle of lesson study (plan, do and see)
Present research aimed to improve the concept mastery of educational student through the
application of cooperative learning type jigsaw on the lecture course Strategy and Method of
Chemistry Instruction (SMPK). This research was done by several SMPK lecture
collaboratively (with collegiality and mutual learning principle).
This activity expected to be useful for: 1) the lecturer, to give information about
implementation of lesson study, the importance of team collaboration to furnish and correct the
lack of each other, so the learning quality will improve; and 2) to the head of faculty, this
activity can be a media to evaluate the success of lecturing process, especially in the
achievement of standard competence and basic competence of SMPK subject.

Research Methods
Present research is a lesson study research which apply cooperative learning type jigsaw
on the SMPK lecture. The research subject is 43 students ofchemistry study program,
Mathematics and Science Faculty, State University of Makassar received year 2010/2013. This
research done in 4 cycles (plan, do and see activity).
The learning devices used this research were RPP, LKPD, Strategy of Chemistry
Instruction textbook, and student’s book for grade X, XI, and XII. The instruments used is
observation sheets and SMPK concept mastery tests.

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 Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014

The steps of lesson study elaborated below:

1st cycle:
Plan step:
Lesson study team meet and planned the implementation of lesson study on SMPK lecture
at Chemistry Major. This meeting was headed by the team leader and discuss: 1)
implementation time “plan” and “do” activity for the first meeting; 2) selection of lecturer as
model for first, second, third, and fifth “do” activity; 3) selection of observer for first, second,
third, and fifth meeting.
Do step:
The first “do” activity wasperformed by lecturer model who implement jigsaw learning
model. Basic competence is the students should be able to understand and communicate various
types of cooperative learning (KD-1). Methods which execute to gaining that competence is
applying cooperative learning type jigsaw and preparing the learning devices, Models and
Strategy of Science Instruction books, and student’s chemistry book for grade X, XI, XII that
borrowed from Chemistry Library FMIPA UNM. The lecturing process watched by observer to
observe the student activity and involvement in lecturing process. The observer expected to give
any advice in the “see” activity for improvement of next “do” activity. The steps of jigsaw
learning model showed in Table 1.
Table 1. The steps of jigsaw learning model.
Learning Steps Learning Activity Substances Required
Dividing the students into Divided the students into
several teams heterogeneous teams with has
5-6 members
Dividing the students into Divided the students into
expert team expert team randomly from a
team
Reading The students get the expert Expert sheets (in this case,
topics and asked to read the LKPD), literature (example:
information related with the StrategiBelajarMengajar Kimia
topics by Arifin, M et.al. 2005), and
student’s chemistry book for
grade X, XI, and XII (example:
Chemistry Book for SMA/MA
by Rachmawaty and Johari,
2007).
Team reports The expert back to their
initial group and then teach
the other group member
about their mastery topic
Presentation and discussion Each expert team presented The discussion summary of the
their discussion results expert group
Test Individual test about all Quiz sheet for each students
topics give to each students.
Team recognition The team score calculated Criteria appreciation sheets
and prepared certificate or
another present to the winner
team
Sources: Slavin (2005).

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See steps and plan for 2ndcycle

The implementation of first “see” and plan for second cycle execute after the
implementation of first “do” to evaluate and reflect the result of “do” activity. First chance given
to the students to extend their opinion about lesson study implementation, and the next the
observer to present their observation result and give suggestion for second “do” improvement.

2nd cycle
Do step
The “do” step activity was performed by lecturer model. The basic competence is the
students should be able to identify the suitability of cooperative learning characteristic with
chemistry concept in Senior High School.

See step and plan for 3rd cycle

The implementation of the second “see” activity and third “plan” executed after the
implementation of second “do” to evaluate and reflect the second “do” activity. The first chance
given to observer from inter-chemistry-major to elaborated their observation and give any
advice to improvement of the third “do”. Continuously, the second chance given to lesson study
team from chemistry study program.

3rd Cycle
Do step
The third “do” activity was performed by model lecturer. The basic competence is the
students should be able to communicate various methods of chemistry instructional methods
(KD-1 for main course of Methods of Chemistry Instruction)
Third see step and fourth plan
The implementation of third “see” and fourth “plan” executed after the implementation of
third “do” activity. The first chance given to observer from inter-chemistry-major to elaborated
their observation and give any advice to improvement of the fourth “do”. Continuously, the
second chance given to lesson study team from chemistry study program.

4th Cycle
Do step
The fourth “do” step was performed by lecturer model. The basic competence is the
student should be able to identify the suitability of the learning model characteristic with certain
chemistry concept (KD-2 for main course of Methods of Chemistry Instruction)
See step
On the fourth “see”, four lesson study team member decided to finish the lesson study
observation activity on SMPK course, odd semester, academic year 2012/2013 at Chemistry
Major FMIPA UNM.

Results and Discussion

1. Students activity during learning process
The activity of students during learning process was observed by observers. The
observation results each lesson study cycles were explained below:
1st cycle
Plan step:
The meeting results is one lecturer agreed as lecturer model and 7 as observer. From this
meeting also agreed that the first “plan” was executed by lecturer team of SMPK course.
The implementation of first “plan” concerted the lecturing activity of types of cooperative
learning concepts. Substance discussed was lecturing strategic used, media used, time
allocation, and other learning devices that support the course, the course content, and conclusion

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 Proceeding of International Conference On Research, Implementation And Education
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expected after the lecturing process. Agreement reached was the implementation of cooperative
type jigsaw as lecturing strategy with LCD projector and white board as media. To support the
lecturing process, lesson study team compromised to prepare learning source likehandbook and
LKPD sheet about type and methods of learning based on strategy that will implemented to the
students.

Do Step:
The first “do” step by lecturer model applied jigsaw method. The steps of jigsaw method
have been showed in Table 1.

See step and second plan for 2nd cycle:

Generally, the observer commented that the learning process have been actively engage
the students to find information and increasing the student’s competence on concept mastery
which expected. Even there are student from a study group irresponsive to the lesson. This is out
of lecturer model attention during the class. Students have a notion that the implementation of
lesson study coerce the students to fostering better learning based on the students and lecture
content characteristic and make the students understand the subject matter deeply. For second
“do” improvement, the suggestions of observers are to pay attention on whole student
involvement and admonish the unwanted activity of students, such as if there are students that
seems like look for information in their PC/ Laptop whereas they look for another things.
As lecturer model, observer’s advice will follow-up, implement, and perfect for second
“do” with basic competence (KD-2) to identify the suitability of types of cooperative learning
with certain concept or content in chemistry at same class.
2nd cycle
Do step:
Steps that carried out to gaining the competence was the application of cooperative
learning type jigsaw by lecturer model and then prepared the learning devices, Models and
Strategy of Science Instruction books, and student’s chemistry book for grade X,XI. And XII
which borrowed from Chemistry Library, FMIPA UNM. The learning process was observed by
observer team to view the active involvement of students during the learning process. After
second “do” executed, lesson study team made second “see” activity to obtain information and
suggestion of second “do” results.

See step and third plan for 3rd cycle

Generally, the observer commented that the learning process have been run well. The
class activity have been engaged the student to constructed their knowledge and professional
skills through literature reviewing, discussion, presentation, and sharing between presenter team
and another teams. Nevertheless, there are member of presenter team that not get opportunity to
give comment and answer to another team’s question, because times up, and lecturer model
instructed to finish the learning. For the improvement of third “do” observes advised to adjust
time allocated with discussion topics range or the next course content. The lesson study team,
especially lecturer model followed up the observer’s suggestion to arrange the third plan with
pay attention to suitability of time allocated with next discussion topics (third “do”)

3rd cycle
Do step:
Steps that carried out to gaining the competence was the application of cooperative
learning type jigsaw by lecturer model and then prepared the learning devices, Models and
Strategy of Science Instruction books, and student’s chemistry book for grade X,XI. And XII

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which borrowed from Chemistry Library, FMIPA UNM. The learning process was observed by
observer team to view the active involvement of students during the learning process. After third
“do” executed, lesson study team made third “see” activity to obtain information and suggestion
of third “do” results.

Third see and fourth plan

In general, either the observer from chemistry study program or from outside stated that
the learning process run interactively and high level RPP (Lesson plan) achievement. The
process engage the students actively to construct their knowledge and professional skills
through literature study, discussion, presentation and sharing between presenter team and the
other teams. Nevertheless, there are students that cheat each other during the evaluation (quiz),
because they are still sitting position (in circle) not arranged to normal position yet, so they have
chance to share the answer during the test. For forth do improvement, the observer suggest to
pay attention with student’s sit arrangement during evaluation or another test like quiz and the
other. The lesson study team, especially lecturer model followed up the observer’s suggestion to
arrange the fourth “plan” and perform fourth “do”.

4th cycle
Do step:
Steps that carried out to gaining the competence was the application of cooperative
learning type jigsaw by lecturer model and then prepared the learning devices, Models and
Strategy of Science Instruction books, student’s chemistry book for grade X,XI. And XII which
borrowed from Chemistry Library, FMIPA UNM also followed the observer suggestion on third
“see”. The learning process was observed by observer team to view the active involvement of
students during the learning process. After third “do” executed, lesson study team made fourth
“see” activity to obtain information and suggestion of third “do” results.

See step:
On the “see” step. All four lesson study teams and observer stated that the learning
process run very interactive and evaluation process run orderly. On the fourth “see”, lesson
study teams agree to finish to lesson study observation on SMPK course, odd semester, and
academic year 2012/2013 at Chemistry Major FMIPA UNM.

2. Concept mastery
Concept mastery data as the student’s learning achievement on SMPK course shown in
Table 2.
Table 2. Concept mastery data from 1st cycle to 4th cycle (plan, do, see)
Score / cycle 1st cycle 2nd cycle 3rd cycle 4th cycle
Average score 72 78 82 87
The lowest score 65 71 72 75
The highest 77 80 85 90
score

Based on that concept mastery data as the student achievement in table 2 shown that there
are average score from 1st to 4th cycle increased. This indicated that the implementation of
cooperative learning type jigsaw with lesson-study-based can increased student’s concept
mastery on SMPK course.

Conclusion
The implementation of lesson study gave positive contribution for students and lecture
involved, such as:

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1. Improve the interactive activity of educational students on SMPK course.

2. Increase the concept mastery especially for types of cooperative learning and instructional
methods subject.
3. Produce the lesson plan that able to teach students effectively and awaking student’s
participation on learning process
4. Inculcate the understanding which the observation focus not on how the lecturer teach, but
to the student’s learning activity.

BIBLIOGRAPHY

Arends, R.I. 2007. Learning to Teach. New York: McGraw Hill Companies, Inc

Arifin, M. et.al. 2005.Strategi Belajar Mengajar Kimia. Malang: UM Press

Beaulieu, D. 2004. Impact Techniques in The Classroom. USA. Crown House Publishing
Company LLC

Nur, Muhammad. 2008. Pembelajaran Kooperatif. Surabaya: Pusat Sains dan Matematika
Sekolah Unesa

Rachmawati, M and JMC Johari. 2007. Kimia 1 SMA dan MA kelas X. Jakarta: Esis

Slavin, RE. 2005. Cooperative Learning: Theory, Research, and Practice. London: Allyman
Bacon.

Susilo, H. dkk . 2009. Lesson Study BerbasisSekolah. Malang: Bayumedia Publishing

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