Improving students’ motivation and collaborative skills through Remap Jigsaw learning combined with modelling activities

Sri Endah Indriwati, Herawati Susilo, I Made Surya Hermawan


Students’ motivation and their collaborative skills play a crucial role in determining the learning quality. The lower the motivation and collaborative skills the lower the learning quality. This lesson study-based classroom action research aimed at improving the students’ learning motivation and collaborative skills by implementing a Remap Jigsaw learning model. The subjects of this research were the fifth semester undergraduate students of Biology Education of Universitas Negeri Malang, who were taking the Basic Skills of Teaching course. The research was conducted in four cycles in which the each cycle consisted of two meetings. The instruments of data collection were the observation sheets and assessment sheets of students’ self-report. The data was analyzed qualitatively and quantitatively. The results showed that students’ learning motivation increased from 66.25% in the cycle I to 84.37% in the cycle IV; while the students’ collaborative skills enhanced from 50% to 70.83% in the cycle IV. In the other words, the Remap Jigsaw combined with modelling activities can improve students’ motivation and their collaborative skills.


Collaborative skills; learning motivation; modelling activities; Remap Jigsaw

Full Text:



Anggis, E. V. (2016). Penerapan model kooperatif Jigsaw berbasis lesson study untuk meningkatkan keterampilan kolaboratif dan hasil belajar kognitif. Proceeding Biology Education Conference, 13(1), 493–497. Retrieved from

Arends, R. I. (2012). Learning to teach (9th ed.). Retrieved from

Basheer, A., Hugerat, M., Kortam, N., & Hofstein, A. (2017). The effectiveness of teachers’ use of demonstrations for enhancing students’ understanding of and attitudes to learning the oxidation-reduction concept. EURASIA Journal of Mathematics, Science and Technology Education, 13(3), 555–570. doi:

Bolkan, S. (2015). Intellectually stimulating students’ intrinsic motivation: The mediating influence of affective learning and student engagement. Communication Reports, 28(2), 80–91. doi:

Cahyono, A., Haryanto, S., & Sudarsono. (2016). Increasing motivation and science learning achievement through the implementation of outdoor cooperative learning model in Class VIII SMP 2 Banguntapan Academic Year 2015/2016. Journal of Education and Practice, 7(26), 21–26. Retrieved from

Corkin, D. M., Horn, C., & Pattison, D. (2017). The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions, motivation, and achievement. Educational Psychology, 37(9), 1106–1124. doi:

Criollo-C, S., & Luján-Mora, S. (2019). Encouraging student motivation through gamification in engineering education. In M. E. Auer & T. Tsiatsos (Eds.), Mobile Technologies and Applications for the Internet of Things (pp. 204–211). Springer International Publishing. Retrieved from

Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89–105. doi:

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. California United State of America: Corwin Press. Retrieved from

Halley, J., Heiserman, C., Felix, V., & Eshleman, A. (2013). Students teaching students: A method for collaborative learning. Learning Communities Research and Practice, 1(3), 20. Retrieved from

Haryani, F. (2012). Meningkatkan motivasi dan pemahaman konsep perbandingan fungsi trigonometri melalui model pembelajaran jigsaw di SMA Negeri 8 Kota Jambi. Edu-Sains, 1(1), 33–37. Retrieved from

Imam, P., Imam, S., & Ikrar, P. (2018). Application of adobe flash media to optimize jigsaw learning model on geometry material. Journal of Physics: Conference Series, 1013, 012114. doi:

Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales De Psicología / Annals of Psychology, 30(3), 841–851. doi:

Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. In VII Semanario. Santiago, Cuba. Retrieved from

Khamis, V., Dukmak, S., & Elhoweris, H. (2008). Factors affecting the motivation to learn among United Arab Emirates middle and high school students. Educational Studies, 34(3), 191–200. doi:

Laske, O., & Visch, J. De. (2018). Dynamic collaboration: Strengthening self-organization and collaborative intelligence in teams. Retrieved from

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. doi:

Lestari, I. D. A. M., Suniasih, N. W., & Meter, I. G. (2014). Pengaruh model pembelajaran kooperatif tipe TTW terhadap hasil belajar Bahasa Indonesia siswa kelas V SD Gugus IV Jimbaran Kecamatan Kuta Selatan. MIMBAR PGSD Undiksha, 2(1), 1–10. Retrieved from

Machingambi, S. (2013). Instructional strategies for motivating students: Reflections from 13 years of teaching in higher education. International Journal of Educational Sciences, 5(3), 227–235. doi:

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edit). Thousand Oaks, Califorinia: SAGE Publications, Inc. Retrieved from

Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL learners’ motivation. Educational Review, 66(1), 108–124. doi:

Perrault, E., McClelland, R., Austin, C., & Sieppert, J. (2011). Working together in collaborations: Successful process factors for community collaboration. Administration in Social Work, 35(3), 282–298. doi:

Pertiwi, K. (2016). Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan motivasi dan hasil belajar pada mata pelajaran sosiologi siswa kelas XI IPS 1 SMA Negeri 5 Surakarta tahun pelajaran 2015/2016. SOSIALITAS; Jurnal Ilmiah Pend. Sos Ant, 7(2). Retrieved from

Rachmah, D. N. (2017). Effects of jigsaw learning method on students’ self-efficacy and motivation to learn. Journal of Educational, Health and Community Psychology, 6(3), 1–9. Retrieved from

Ridlwan, N. H. (2016). Peningkatan motivasi dan hasil belajar siswa dengan model pembelajaran kooperatif tipe jigsaw plus. Bioedukasi, 14(1), 22–26. Retrieved from

Rotz, M. E., & Dueñas, G. G. (2016). “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience. Journal of Interprofessional Care, 30(2), 238–241. doi:

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:

Salisu, A., & Ransom, E. N. (2014). The role of modeling towards impacting quality education. International Letters of Social and Humanistic Sciences, 32, 54–61. doi:

Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36(6), 704–745. doi:

Şengül, S., & Katranci, Y. (2014). Effects of jigsaw technique on seventh grade primary school students’ attitude towards mathematics. Procedia-Social and Behavioral Sciences, 116, 339–344. doi:

Smit, K., de Brabander, C. J., & Martens, R. L. (2014). Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation. Scandinavian Journal of Educational Research, 58(6), 695–712. doi:

Sturner, K. K., Bishop, P., & Lenhart, S. M. (2017). Developing collaboration skills in team undergraduate research experiences. PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies ), 27(3), 370–388. doi:

Sulasmi, N. M. (2013). Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan motivasi dan hasil belajar siswa pada mata pelajaran PKn di Kelas X 2 SMA Negeri 2 Banjar Tahun Ajaran 2012/2013. Jurnal Pendidikan Kewarganegaraan Undiksha, 1(4). Retrieved from

Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013). A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Research in Science & Technological Education, 31(2), 184–203. doi:

Tembang, Y., Sulton, S., & Suharjo, S. (2017). Peningkatan motivasi dan hasil belajar melalui model pembelajaran think pair share berbantuan media gambar di sekolah dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(6), 812–817. doi:

Tombak, B., & Altun, S. (2016). The effect of cooperative learning: University example. Eurasian Journal of Educational Research, (64), 173–196. doi:

Trisianawati, E., Djudin, T., & Setiawan, R. (2016). Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap hasil belajar siswa pada materi vektor di kelas X SMA Negeri 1 Sanggau Ledo. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 6(2), 51. doi:

Uno, H. B., & Koni, S. (2013). Assessmen pembelajaran. Jakarta: PT Bumi Aksara. Retrieved from

Ural, E., Ercan, O., & Gençoğlan, D. M. (2017). The effect of jigsaw technique on 6th graders’ learning of force and motion unit and their science attitudes and motivation. Asia-Pacific Forum on Science Learning and Teaching, 18(1), 1–21. Retrieved from

Voyles, E. C., Bailey, S. F., & Durik, A. M. (2015). New pieces of the Jigsaw classroom: Increasing accountability to reduce social loafing in student group projects. The New School Psychology Bulletin, 13(1), 11–20. Retrieved from

Waite, S., & Davis, B. (2006). Developing undergraduate research skills in a faculty of education: motivation through collaboration. Higher Education Research & Development, 25(4), 403–419. doi:

Zubaidah, S. (2014). The empowerment of discovery skills in scientific approach through Remap Coople based learning. In Seminar Nasional XI “Biologi, Sains, Lingkungan dan Pembelajarannya” (pp. 1–12). Universitas Sebelas Maret. Retrieved from

Zubaidah, S., Duran Corebima, A., & Mahanal, S. (2018). Revealing the relationship between reading interest and critical thinking skills through Remap GI and Remap Jigsaw. International Journal of Instruction, 11(2), 41–56. doi:

DOI: | Abstract views : 1220 | PDF views : 1220 |


  • There are currently no refbacks.

Copyright (c) 2019 Indriwati et al

License URL:

View JPBI Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.