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Table 3.

Perception of students’ on jigsaw cooperative learning.

Response Frequency (percent)

Can discuss and exchange views with

friends without fear 26.1

Can make friends and ask questions 23.2

Enjoy learning in a group 13.2

More quickly understand when a friend explain 10.7

Not afraid if an error occurred 10.3

Enthusiastic and motivated 7.5

Do not like to learn in group 2.5

Do not understand because they

cannot communicate 2.3

Discussion not focused 2.2

Friends do not want to help 2.0

Table 4.

Effect of cooperative learning on students.

Response Frequency (percent)

Enhance understanding 59.3

Raises confidence 15.6

Increase motivation 8.3

Improve academic performance 7.0

Sense of togetherness 6.4

Free to give opinion 3.4

cooperative learning shows the importance of student interac-

tion as proposed by Vygotsky and Piaget.

Student Perceptions towards Jigsaw Cooperative

Learning

The results showed that students prefer jigsaw cooperative

learning. The percentage of students who prefer cooperative

learning is higher than the percentage of students who do not

like cooperative learning. The students in the study perceived

that cooperative learning was beneficial to them. In short, they

were willing to help and to cooperate with each other and to

promote each other’s learning. These attitudes help to build

group identity and create an environment conducive to learning

(Slavin, 1996). However, it should be noted that some students

preferred not to work in group, meaning that cooperative learn-

ing is not for everyone (Arra, D’Antonio, & D’Antonio, 2011).

Teachers should be aware of students’ preferences in learning.

Conclusion

The results reveal that cooperative learning can increase

mathematics achievement. Cooperative learning also enhances

understanding and self-confidence. These results would imply

that incorporating cooperative learning in the mathematics

classroom would enhance the learning of mathematics in sec-

ondary schools. Implementation of jigsaw cooperative learning

should be reviewed in terms of knowledge and skills of each

teacher. In this case, training and continuous professional de-

velopment is needed for teachers, and collaboration among

teachers should be encouraged through holding regular meet-

ings, both formal and informal. Teachers can learn from each

other and can examine the strengths and weaknesses of the

instruction that has been implemented, and their experience can

be shared with each other to produce better work.

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