The Effectiveness of Using the Jigsaw Model to Improve Students’ Economics Teaching-Learning Achievement

The objective of this study was to investigate whether the use of the Jigsaw model in teaching-learning Economics could improve the results of Senior High School Students in Banda Aceh, Indonesia. A quasi-experimental design was used in this study, which used 60 randomly sampled second year (Grade 11) High School students for the sample, divided into two classes of 30; one the experimental group (EG) and the other the control group (CG). The two groups were homogenous in terms of their initial ability. The instrument used in this study was an essay test. T-test was used to analyse the data collected. The results from the post-test showed that there was then a significant positive difference between the two groups in terms of the students’ achievements in economics; after the EG had been taught-learnt using the Jigsaw model for three months, they got significantly higher results in their economics essays than the CG students, who had been taught economics using the standard model and had not used Jigsaw. The implications of this study show that the use of the Jigsaw model in teaching-learning economics can be a model for improving students’ achievement