Jigsaw Classroom: A Process of Cooperative Learning and Discussion

The jigsaw classroom is a non-traditional classroom teaching style. Rather than forming a large group of students around a teacher, students are taught to work in smaller, interdependent groups; each student is assigned a part of a topic to study, and when finished, the students fit their pieces of the subject area together to produce a whole "jigsaw" picture. A thorough understanding of theoretical topics in geology, such as those in The Study of Rocks, is essential for exam reasoning, problem solving, and technical skill enhancement. Nevertheless, learners and teachers both commonly perceive this subject as being arid, unpredictable, and challenging to comprehend. The causes could include the breadth of the subject, the effectiveness of student learning, the length of the study period (greater than one hour), the physical environment within the classrooms (one-way teaching by the instructor), and so on. These factors contribute to a lack of student attentiveness and boredom in the classroom. The purpose of this study was to determine the efficacy of implementing jigsaw classroom approaches in theoretical courses.  A quantitative approach was used to collect empirical data by sending the questionnaire survey amongst 125 civil engineering students at UiTM Pahang,Cawangan Jengka. The collected data was analysed using a descriptive version of the Statistical Package for Social Sciences for Windows Version (SPSS) software, such as mean score, percentage, and frequency. The study found that the majority of respondents agreed that Jigsaw Classroom Learning (JCL) could improve their communication skills. Besides that, JCL is an effective and faster way to learn theoretical subjects, especially in geology topics. JCL can also help students build self-confidence, especially among shy and hesitant students in the class. Using a jigsaw classroom as a cooperative learning technique can improve teaching and learning efficiency for students while also enhancing their academic performance.