International Journal of Research and Review www.ijrrjournal.com E-ISSN: 2349-9788; P-ISSN: 2454-2237

Original Research Article

Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning

Mursito S. Bialangi1, Siti Zubaidah2, Mohamad Amin2, Abdul Gofur2

1Doctoral Program Student, Universitas Negeri ; Lecturer at , Palu, . 2Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia.

Corresponding Author: Siti Zubaidah

Received: 13/11/2016 Revised: 18/11/2016 Accepted: 18/11/2016

ABSTRACT

Low academic ability students should be facilitated so that their learning results do not differ too much from those of the high academic ability students. Cooperative learning model has many advantages in learning. This research aimed at investigating the potential of the jigsaw and guided inquiry in improving biology learning results of low academic ability students in Madrasah Aliyah (MA) in Palu, Indonesia. MA is Islamic senior high school. This is a descriptive research using quasi-experimental design. The population of this research was all the students of MA in Palu with the total number of participants of 140 students. The students were selected by using random sampling techniques. The results of this research showed that the jigsaw model and guided inquiry had an effect on students’ learning results. Jigsaw model is more potential in improving the Biology learning results of low academic ability students, while the guided inquiry is more potential in improve the Biology learning results of high academic ability students.

Keywords: Jigsaw, guided inquiry, academic skills, Biology learning results.

INTRODUCTION the learning material and how they Students’ characteristics are understand it. Winkel (1999) (4) suggested generally different from one another, one of that information about a student's academic which is in terms of academic ability is an important thing to note in ability. Academic ability is an overview of learning, because the students’ academic the level of students’ knowledge or ability ability will have an effect on their ability in of a learning material that has been learned participating in the learning activities, which and can be used as an asset or capital to gain will also determine their learning results. a greater knowledge and more complex Over the years, the Indonesian knowledge. (1) In general, students’ education system has used the national academic ability can be classified into high, examination as a measurement of students’ medium, and low academic abilities. learning results. By using a similar test, the Academic ability may have an effect academic achievement of each student from on many aspects of students. The students’ any schools will be able to be observed. In academic ability had an effect on their recent years, there is also a custom in the achievement which could be seen from their education system of Indonesia in the learning results. (1-3) The learning results recruitment of new students at the high achieved are determined by the students’ school level. The system follows the pattern ability to search for information related to of the minimum passing level, which means

International Journal of Research & Review (www.gkpublication.in) 32 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning that every school has a minimum standard high academic ability and significantly of score that should be met by the student improve the low academic ability students. candidates to be able to study at a particular [11] The results of the research showed that school. variations of learning model are one of the The pattern of new student things that can be done to improve the admissions seems to be not very good, learning results of all levels of academic because along with time, the differences ability students. The variations of learning between the high standard schools and low model scan also help the students to actively standard schools become more participate in any learning activities through apparent. The high standard schools and a fun learning environment (Monah, 2014). those which become the favorite schools are [12] dominated by high academic ability In line with that statement, Lakew students. Meanwhile, the low standard (2016) states that the selection of learning schools are less in demand, and in fact those models a very crucial. [13] Effective learning are dominated by low academic ability activities use a variety of teaching and students. It has been explained that the learning methods to meet the students’ academic ability is one of the critical factors needs and to achieve the desired learning of students’ learning results. The gap objectives. At present, the learning between high and low academic ability paradigm has changed. The learning that students have been the high academic ability allows students to participate actively students had better learning achievement enables the students to not only receive and mastery of high order thinking skills knowledge, but also gather information, such as metacognition. [1,5-9] record it systematically, do discussion, In contrast to the high academic compare the data, analyze, and draw ability schools, the learning conditions in conclusions. Active learning allows students low academic ability schools are quite to become more confident, become more alarming. In addition to various limitations interactive with peers, and improve of facilities and resources, the students’ teamwork and the ability to share and to learning results in low academic ability make contribution. schools are still less than expected. The gap Nevertheless, there are still some between the two academic ability schools other problems that occur in Biology demands immediate improvement efforts, learning in Madrasah Aliyah (MA) in Palu, especially among the low academic ability Indonesia, MA is Islamic senior high students, because the gap is clearly school. The problems are that there are still incompatible with the ideals of the a big number of teacher-centered learning Indonesian education and against the rights practices. The obstacles in implementing of children to get fair education. active learning based on the research by According to Corebima (2012), Lakew (2016) are the large class sizes, basically every student already has the passive students, the lack of resources in the potential or ability that can be developed form of new books, lack of training and lack related to the learning material, but the level of resources.[13] The results of a survey of the ability of each student is not the research by Bialangi et al. (2016) showed same. Thus there are still some efforts that that teachers' understanding of the can be made to equalize the academic constructivist learning is still poor, achievement of low academic ability including a variety of cooperative learning students with the high academic ability and the learning that emphasizes on students. [10] The research results by students’ activities. [14] In fact, the learning Corebima (2006) showed that there are which is based on students' activity is one some learning strategies that have great way to empower the students’ academic potential to empower the thinking skills of ability (Malahayati, 2011). [15] In line with

International Journal of Research & Review (www.gkpublication.in) 33 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning the statement, Warouw (2009) also states that can be shared to their classmates. In that the empowerment of the academic Jigsaw, there are the home groups and ability can be done through cooperative expert groups. The home group is the parent learning. [16] One of the cooperative learning group of students consisting of students with that can be selected is jigsaw and guided diverse abilities, origins, and family inquiry. backgrounds. The home group is a According to Hamalik (2010), combination of several experts. The expert Biology learning in high schools is expected group is the group consisting of the students to be a tool for students to learn about of different home groups assigned to study themselves and the surrounding and explore the same topic and complete the environment as well as the process of tasks associated with the topic and later development in its application in everyday explain the topic to the other members of life. [17] Biology learning has a learning their home groups (Hia, 2013). [22] object, which is not only relating to real Jigsaw is better to be applied in world, but also relating with the processes terms of the improvement of positive inter- of life. In order that the students can dependence among students in group understand it, the learning model used in the learning activities. In addition, this model is learning process should be suitable with the also most suitably implemented to the characteristics of the object and the subject subject of natural science, in addition to of the study. The phenomenon taught social science and literature (Slavin, 2005). through Biology is a natural phenomenon [23] Jigsaw is actually more appropriate to be that the students might not have implemented in the learning that emphasizes experienced. Therefore, biology cannot be the mastery of concepts. However, Biology understood if it is only taught by rote learning does not only focus on the product learning. Understanding the concepts of (learning results and mastery of concepts) Biology is like various simple activities that but also the processes and mastery of students can do. [18-19] skills. As a natural science course, biology At the level of senior high schools, helps students to develop practical skills students are also required to have symbolic through experimental work, e.g. doing and abstract thinking. The graduate students practical skills, recording data accurately, of MA are not only expected to meet making logical reasoning, and manipulate qualifications of learning results-based on tools effectively (Hussaini et al., 2015). [3] factual knowledge, but also the high levels, A learning model that emphasizes on namely conceptual, procedural and met a students’ activities is very suitable for cognitive qualifications. This means that the Biology. In Biology learning, the stages of levels of thinking expected from the the scientific method contained in inquiry students of today is also not limited to the learning will greatly help students master low order of thinking, but the high-order the concepts being learned and at the same thinking. In this case, Ibrahim (2000) states time mastering certain skills. The process of that the cooperative learning, like Jigsaw, is inquiry can even help students develop the seen to be able to empower students' skills and abilities needed in the workplace thinking skills, although its implementation and everyday life (Kuhlthau, et al., 2007). requires some good planning tasks. [20] [24] Implementation of inquiry in learning Jigsaw is a cooperative learning can be divided into free inquiry, guided model that is done in small groups inquiry, and modified free inquiry. (Aronson, 2008). [21] In Jigsaw, each student At the level of senior high schools, in each group must work together and help teachers’ guidance is still often needed in each other. Each member of the group the students’ inquiry process. The process of becomes "experts" in their own subject, so inquiry that still requires teachers’ guidance that every student has important information is called as the guided inquiry (Bonnstetter,

International Journal of Research & Review (www.gkpublication.in) 34 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning

2000). [25] The stages of guided inquiry Population and Sample learning model includes presenting This research was conducted for one problems, formulating hypotheses, Semester in the second semester of the designing experiments, conducting 2013/2014 academic year in MAin Palu, experiments to obtain information, Indonesia. The population of this research collecting and analyzing data, as well as was all of the students with high and low drawing conclusions (Eggen and Kauchak, academic abilities. The samples of this 1996). [26] research were 70 students having high The implementation of a more academic ability and 70 students having low appropriate learning model is expected to academic ability in XIth Science class at MA minimize the gap between the high Palu. The samples were divided into four academic ability students and low academic classes which were taken by using random ability students. This research aimed at sampling techniques. Each learning model revealing the potential Jigsaw and guided was represented by two classes, consisting inquiry in improving the learning results of of high academic ability class and low different academic ability students. The academic ability class. The sample classes information obtained from this research is had been tested for the equality based on the expected to be useful for Biology teachers, results of national examination. The data of especially the Biology teachers at MA in the equality was analyzed by using t-test Palu to implement a better learning to with SPSS 17.0 program for Windows. different academic ability students. Research Instruments and Procedures Learning results were measured by RESEARCH METHODS using an essay test which was developed by Research design the researcher. The test consisted of 17 This research was a quasi question items. The scoring of learning experiment which aimed at determining the results was done by using a rubric which potential of Jigsaw and guided inquiry was valid based on expert validation and learning models in improving students’ empirical validation by 50 students of class Biology learning results at MA (Islamic XII Natural Science. Based on the results of Senior High Schools) in Palu, empirical validation, the rubric used was Indonesia. The independent variables in this valid and reliable. research were the learning models that Data analysis included jigsaw and guided inquiry. The The data of the learning results dependent variable in this research was obtained from the pretest and posttest were learning results. That was measured before statistically analyzed by using one-way and after the implementation of the learning ANCOVA. Before the analysis was models. The design if this research can be performed, prerequisite tests were seen in Table 1. performed which included the normality and homogeneity tests. The analysis was Table 1. Quasi-Experimental Research Design assisted with SPSS 17.0 program Pretest Group Posttest for Windows. O1 X1 O2 O1 X2 O2 O1 X3 O2 RESEARCH RESULTS O1 X4 O2 The results of the prerequisite tests

Information: which included the normality and X 1 = Jigsaw Model of high academic ability homogeneity of the data indicated that the X 2 = Guided inquiry model of high academic ability data was normally distributed and had X 3 = Jigsaw Model of low academic ability homogeneous variance. The results of the X 4 = guided inquiry model of low academic ability hypothesis testing performed by ANCOVA O = pretest scores 1 to determine the effect of learning models, O 2 = posttest scores

International Journal of Research & Review (www.gkpublication.in) 35 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning academic ability, and the interaction learning results in MA, Palu can be seen in between the two factors on students’ Table 2.

Table 2 Summary of the Results of ANCOVA on students’ learning results Source Type III Sum of Squares Df Mean Square F Sig. Corrected Model 695,302(a) 6 115,884 10,360 ,000 Intercept 3844,100 1 3844,100 343,664 ,000 XKog 83,770 1 83,770 7,489 ,007 Learning Model 468,115 2 234,058 20,925 ,000 Academic Ability 38,392 1 38,392 3,432 ,067 Learning Model * Academic Ability 149,638 2 74,819 6,689 ,002 Error 1062,636 95 11,186 Total 632191,277 102 Corrected Total 1757,938 101

Table 2 above shows that significance value of 0.002 which is smaller significance value of the learning model than the alpha 0.05. Thus, the interaction variable is 0,000. This value is smaller than between learning models and academic alpha 0.05, so the research hypothesis ability had a significant effect on students’ stating learning model has a significant learning results. effect on students’ learning results was To determine the potential accepted. The significance value of the differences of each learning model in academic ability variable was 0,067 and improving students’ learning results, post larger than the alpha 0.05. Thus, it can be hoc test with LSD 5% was performed. Table stated that the academic abilities did not 2 shows the results of post hoc test on the have a significant effect on students’ effect of learning models on students’ learning results. The interaction between the learning results. learning model and academic ability has a

Table 3. The results of post hoc test on the Effect of learning models of students’ learning results Model XCog YCog Difference Increase Cogcor LSD Notation 3 = Conventional 61,30 75,55 14,25 23,24% 75,44 a 2 = Guided Inquiry 62,11 80,15 18,04 29,04% 79,90 b 1 = Jigsaw 58,66 79,90 21,24 36,21% 80,23 b

Table 3 shows that the conventional model was not significantly different from model has the lowest potential in that of the jigsaw model with a difference of empowering students’ learning 5.91% compared to the conventional model. results. Meanwhile, the guided inquiry and The interaction between the learning jigsaw learning models have high potential model and the academic ability has a and significantly different from the significant effect on learning results. After conventional model. Based on the that post hoc using LSD 5% was performed differences of the corrected mean, it is to determine the most suitable learning known that students learning by using model to be applied at every level of jigsaw have the highest mean score of academic ability. Table 4 shows the results learning results, with a difference of 6.35% of post hoc test on the interaction between compared to that of the conventional learning models and academic ability on model. While the corrected mean score of students’ learning results. the learning results of the guided inquiry

Table 4. The results of Post Hoc test on the effect on the interaction between learning models and Academic Ability on learning results Model Academic Achievement XCog YCog Difference Increase CogCor LSD Notation 3 = Conventional 2 = Low 61,40 73,44 12,04 19,61% 73,31 a 3 = Conventional 1 = High 61,21 77,66 16,45 26,87% 77,57 b 2 = Guided Inquiry 2 = Low 63,15 79,76 16,61 26,30% 79,34 b c 1 = Jigsaw 1 = High 58,82 79,08 20,26 34,44% 79,38 b c 2 = Guided Inquiry 1 = High 61,07 80,53 19,46 31,86% 80,46 c 1 = Jigsaw 2 = Low 58,50 80,72 22,22 37,98% 81,07 c

International Journal of Research & Review (www.gkpublication.in) 36 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning

The results of LSD test in Table 3 allow students to work in small groups. show that the lowest corrected mean score [20,22] The groups in the jigsaw learning of learning results was from the low implemented in this research, students were academic ability students in conventional divided into the home group and expert learning. The corrected mean score of the group (Slavin, 2005). [22] Each student of the learning results of high academic ability home group will explore specific topics in students at conventional learning class was the expert group. Then, each student will not significantly different from that of the return to their home groups and share the low academic ability students in the guided information learned from the activity in the inquiry model class or that of the high expert groups. academic ability students who studied in the The students’ learning activities in jigsaw model class. The results of post hoc the home groups and expert groups will test also showed an interesting fact that the encourage interaction and positive low academic ability students who studied interdependence among students (Johnson et with the jigsaw model had the highest al., 2004). [37] According to Bodrova and corrected score of the learning results and Leong (2000), each student will be able to not significantly different from that of the develop their potential in learning high academic ability students in the jigsaw achievement if they get scaffolding from and guided inquiry models. Thus, it can be peers. [38] In addition, peer tutorial proves to stated that the jigsaw model enables the low be effective in empowering students’ academic ability students to obtain the achievement, because peers usually have the learning results similar to that of the high same orientation and language (Prayitno, academic ability students. 2010). [39] The improved learning results in jigsaw model were in line with the results of DISCUSSION the research. [39-41] The results of the research showed Guided inquiry model also has the that learning models had an effect on potential in improving students’ learning students’ learning results. The differences in results as much as 29.04%. The the students’ learning results in different improvement of the learning results that learning models are in line with the results occurred in the guided inquiry learning was of research. [27-36] Based on the results of also related to the activities the students in data analysis in this research, the three the learning. On the guided inquiry model, learning models which were implemented, students received guidance from teachers to namely jigsaw, guided inquiry, and learn the concepts of biology based on the conventional model could improve students’ stages of the scientific method. [25,26] The learning results. However, based on the learning process of scientific method percentage increase of the learning results starting from identifying problems, making and the corrected mean, the learning which hypotheses, designing experiments, implemented jigsaw and guided inquiry conducting experiments to obtain models were more potential in improving information, collecting and analyzing data, students’ learning results than the and making conclusions allows students to conventional learning model was. find the concepts by themselves. Through Based on the results of this research, inquiry learning, students can comprehend it is known that the jigsaw model can the concepts better. Kolb (1984) stated that improve students’ learning results as much students’ experiences during the inquary as 36.21%. The improved learning results in learning are a source of learning which can the implementation of jigsaw model can be be used to develop themselves. [42] The attributed to the stages of the jigsaw improvement of learning results through learning that the students did. In jigsaw, guided inquiry learning is in accordance there are cooperative learning activities that with the results of research. [32,43-50]

International Journal of Research & Review (www.gkpublication.in) 37 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning

Based on the results of post hoc test, results of his research, there are several it was also revealed that the potential of strategies that could potentially empower guided inquiry and Jigsaw in improving the thinking skills of high and low academic learning results was not significantly ability students. [11] In addition, the research different. It means that both learning models by Warouw (2009) and Malahayati (2011) can improve students’ learning results. The showed that certain learning models can be potential of both learning models in used to empower the academic abilities of improving students’ learning results is, in students, including the low academic ability fact, significantly different from the students. [16,15] potential of traditional learning with an Related to the results of this increase percentage of 23.24%. Thus, the research, the academic abilities of high and conventional learning model can be low ability students are not different. The considered to be less potential to improve results of this research are supported by students’ learning results than the other two Caroll (1965) in the Joyce and Weil (2000) models are. The conventional learning stating that learning results should not models used in this research were the merely be determined by the student's teacher-centered learning which did not academic ability. [48] Learning success is involve the students’ activities. However, also determined by the allocation of time this lecturing model has some disadvantages provided for the students to learn. Low because the students are not actively academic ability students may have equal involved in the learning process. The lack of learning achievement with the high students’ activity and interaction is believed academic ability students, if they are given to decrease the students’ thinking activity, adequate time. However, since the time thus causing the students’ learning results to allocation factor is controlled in this be less optimum. research, the similar learning results of both Based on the results of this research, academic abilities in this research are it was revealed that academic ability did not influenced by other factors that were not have a significant effect on students’ examined in this research, such as students’ learning results. This is quite interesting motivation. A high motivation to study of finding in that, as already known, the the low academic ability students can also student's academic ability is the students support the potential to achieve the learning prior ability as the base on provision to results as good as the high academic ability acquire a broader and more complex students. knowledge (Winarni, 2006). [1] Some The learning model and students’ information states that the students’ academic ability factor in this research had academic ability has an effect on students’ an interaction which had a significant effect ability to seek information, think critically, on students’ learning results. The results of and also achieve maximum learning results. the analysis showed that jigsaw managed to [1,5-9] This information shows that in general improve the learning results of low the high academic ability students tend to academic ability students high than the high achieve better learning results. academic ability students who learner by However, the tendency of high using guided inquiry or conventional model. academic ability students to achieve better This shows that the jigsaw model can be learning results than the low academic used to equalize the learning results between ability students occurs when the two groups the high and low academic ability are given the same treatment/learning students. Thus, the jigsaw model has a great model. Basically, every student has the potential in empowering both academic potential to be developed, including the low ability students, as stated by Corebima academic ability students (Corebima, 2012). (2006) and Warouw (2009). [11,9] [10] Corebima (2006) states that, based on the

International Journal of Research & Review (www.gkpublication.in) 38 Vol.3; Issue: 11; November 2016 Mursito S. Bialangi et al. Improving the Biology Learning Results of Low Academic Ability Students by using Jigsaw and Guided Inquiry Learning

The results of a post hoc test on the learning results than the conventional effect of the interaction between learning learning model using lecturing method. In model and academic ability also showed this research, it can be concluded that the that the inquiry model tend to be more students’ academic ability was not the only potential in improving the learning results of factor affecting the students learning results high academic ability students. Thus, it can in biology learning in MA in Palu, be stated that the stages in the guided Indonesia. Jigsaw model is more potential in inquiry model are more suitable for high improving the learning results of students academic ability students. This is because with low academic ability, while the guided the guided inquiry learning requires careful inquiry learning is more potential in planning, good supervision, ongoing improving the learning results of the high assessment, and targeted interventions academic ability students. It is also proven undertaken by teachers to train students in that Jigsaw model enables the low academic independent learning (Kuhlthau et al., ability students to achieve the learning 2007). [23] Independent-learning process in results equal to that of the high academic guided inquiry model also demands the ability students. students to be able to use the tools and resources as well as information provided to REFERENCES learn certain concepts in accordance with 1. Winarni, E. W. 2006. The Effect of the standard. These abilities are not easy to Learning Strategy on Biology Concept gaining, Critical Thinking Skills, and be controlled and more likely to be Scientific Attitudes of Class V Students of controlled by high academic ability Elementary schools having Different students. Levels of Academic Ability in The implementation of appropriate . Unpublished learning models can reduce the gap between dissertation. Malang: Universitas Negeri the high academic ability students and the Malang. low academic ability students. Based on the 2. Putri, N.A,Corebima, A.D, Mahanal, S, 2013. The effect of (PBL and RT) results of the analysis, the low academic Learning Strategies on Metacognitive ability students who learners by using Skills, Biology Learning results and the jigsaw models could achieve equal learning Retention of low Academic ability results with the high academic ability students Class X in different senior high students. Thus it can be stated that the schools. http://jurnal- jigsaw model can reduce the existing gap online.um.ac.id/data/artikel/artikel00BD0 between high and low academic ability CF15523578394F1BAB919539330.pdf, 3-9-2016. Accessed on, 10-10-2016. students. The results of this research are 3. Hussaini, I., Foong, L. M., dan Kamar,Y. expected to be implemented by senior high 2015. Attitudes of Secondary School school teachers, particularly MA (Islamic Students towards Biology as a School senior high school) teachers in Palu to Subject in Birninkebbi Metropolis, improve the quality of learning. With the Nigeria. International Journal of Research reduced gap between different academic and Review, Vol. 2 Issue 10: 596-600. ability students will support the ideals of the 4. Winkel, W. S. Psychology of learning. : PT Gramedia; 1999. education in Indonesia. 5. Corebima, A. D. Empowering students’ Thinking in Biology Learning: The CONCLUSION promotion of research in the Department Students’ biology learning results of of Biology of State University of the students having different academic Malang. Paperpresented at the National abilities can be improved by selecting the Conference ofBiology and the its appropriate learning models. Jigsaw and implementation, Biology Department Mathematics and Natural Science Faculty, guided inquiry learning models have a Universitas Negeri Malang.. Malang: 3 greater potential to improve students’ December 2005.

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How to cite this article: Bialangi MS, Zubaidah S, Amin M et al. Improving the biology learning results of low academic ability students by using Jigsaw and guided inquiry learning. International

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International Journal of Research & Review (www.gkpublication.in) 42 Vol.3; Issue: 11; November 2016