Özet:

This study was aimed to examine the effectiveness of JIGSAW type cooperative learning models in enhancing student learning outcomes of prospective teachers in Oceanography in the Geography Education Department, Faculty of Teacher Training and Education University of Lampung, Indonesia. This learning model is expected to help students to reduce their cognitive constraints by actively training themselves to collaborate in groups with others in understanding Oceanographic concepts. The number of students involved was 35 people (21 female and 14 male). This study was a classroom action research (CAR) carried out in 2 cycles. Each cycle is a series of activities that include planning, implementing, observing, and reflecting. Data collection techniques are carried out through observation, documentation, and tests. Data analysis was performed using descriptive-quantitative techniques using the principle of normalized gain and paired sample t-test. Each cycle is a series of activities that include planning, implementing, observing, and reflecting. Data collection techniques are carried out through observation, documentation, and tests. Data analysis was performed using descriptive-quantitative techniques using the principle of normalized gain and paired sample t-test. Each cycle is a series of activities that include planning, implementing, observing, and reflecting. Data collection techniques are carried out through observation, documentation, and tests. Data analysis was performed using descriptive-quantitative techniques using the principle of normalized gain and paired sample t-test. The results show that the use of JIGSAW type cooperative learning effectively increased student involvement in learning Oceanography courses that have an impact on growing mastery for Oceanographic concepts. By focusing on giving scaffolding appropriately by lecturers through the participation of peers as "experts" it had been able to encourage students' motivation and active participation in ocean literacy.

Anahtar Kelimeler: