Lufiana Harnany Utami, I Nyoman Sudana Degeng, Gunadi Harry Sulistyo, Tutut Chusniyah, Ambar Sulianti
This research aimed to analyze the effect of Jigsaw cooperative learning methods on four dimensions of self-efficacy from a neurocognitive perspective and the difference between male and female students. Those dimensions are self-efficacy in social resources, self-efficacy for academic achievement, self-efficacy for self-regulated learning and self-assertive efficacy. This research employed a mixed method use Sequential Explanatory study with a sample of 280 high school students. In phase 1, quantitative data was collected using a self-efficacy questionnaire that was adopted from the Self-Efficacy Scale developed by Bandura, and through testing validity and reliability, consisting of 26 questions. The statistic used to analyze the differences in the four dimensions of self-efficacy in male and female students is the MANOVA analysis followed by post hoc Bonferroni test. In phase 2, observations and interviews were conducted with students to obtain qualitative data of their learning experiences using the Jigsaw method. The last step is to triangulate data to discuss the problems in this study. The results of this study showed that female students in the jigsaw method group had high self-efficacy in enlisting social resources and self-assertive efficacy. The Jigsaw method has no effect on male and female self-efficacy for academic achievement. The dimensions of male self-efficacy for self-regulated learning in the conventional group were higher than in the Jigsaw group. Perceptions, motivations, and social cohesion abilities of students affect the dimensions of self-efficacy in the jigsaw learning method. © IJSTR 2020.
Universitas Negeri Malang, Indonesia; UIN Sunan Gunung Djati, Indonesia
