Definition of Jigsaw Method

Definition of Jigsaw Method

In explanation from Amador & Mederer (2013) “Jigsaw is a method that emphasizes peer learning by dividing the labor of learning among small groups of students. It can be used in two basic ways: as a discussion/peer-learning experience as an end in itself, and/or a work team that produces a tangible group product or project. In both cases, the Jigsaw group arrangement allows students to help each other understand information about corresponding topics by apportioning the work of learning each student in a small group is responsible for acquiring expertise about a different topic, theory, or reading, and sharing their expertise with others in the group” (p. 90).

Zisa (2009, p. 53) stated that Jigsaw is a cooperative learning strategy used for acquiring and presenting new material, for review, and for preparing students for debates.  It provides an alternate method of introducing new material and creates information interdependence.  It ensures that participants orally rehearse and cognitively elaborate the information being learned.  It models a cooperatively structured lesson.

Drew, Israel and Klein (2009, p. 4) this method allows team members to process a large amount of materials without having to read or become an expert on all of it. Individuals are assigned a portion of an article or a separate article. They are responsible for sharing the main points with the rest of the team so that the team members can gain an understanding. Avoid sectioning an article if there are not logical breaking points. Individuals who were assigned the same section first meet to discuss their section for a better understanding. Individuals then return to the total group to share.

Based on Adam (2013) “Jigsaw teaching is an appropriate strategy for social studies because there is often not always one answer to a question. Rhetorical and open-minded questions are confronted more easily when students have exposure to a plethora of perspectives. Concept development is usually one of the main goals in a social studies lesson” (p. 11).

Naomi & Githua (2013) “Jigsaw  is  a  cooperative  learning  strategy  that  enables  each student  assigned  to  a    group or ‘home’  group to specialize  in  one  aspect  of  a  learning  unit. Students meet with members from other groups who are assigned the same aspect of  a topic  and after mastering the material, return to the ‘home ‘ group as experts and teach this material to the group members. Jigsaw can be used whenever material can be segmented into separate components. Each group member becomes an expert on a different concept or procedure and teaches  it  to  the  group” (p. 176) 

In addition Mengduo & Xiaoling (2010) “Jigsaw learning makes it possible for students to be introduced to material and yet bear a high level of personal responsibility. It  helps  develop  teamwork  and  cooperative  learning skills  within  all  students  and  a  depth  of  knowledge  not  possible  if  the  students  learn  all of  the  material  on  them  own.  Finally,  since  students  are  supposed  to  report  their  own findings  to  the  home  group  in  Jigsaw  learning,  it  quite  often  discloses  a  student’s  own understanding of a concept as well as reveal any misunderstandings” (p. 115).

Based on the some defenition of Jigsaw above the reseracher conclude that Jigsaw is  a  cooperative  learning  strategy. It provides an alternate method of introducing new material and creates information interdependence. the Jigsaw group arrangement allows students to help each other understand information about corresponding topics by apportioning the work of learning each student in a small group is responsible for acquiring expertise about a different topic, theory, or reading, and sharing their expertise with others in the group

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