The Effectiveness of the Jigsaw Cooperative Learning Model Assisted by Interactive Digital Media on High School Students’ Non-Routine Algebraic Problem-Solving Skills

Abdurahman Hamid

doi:10.63922/ijeter.v4i04.7110

Abdurahman Hamid Computer Science Lecturer at Graha Nusantara University, Makassar, Indonesia and Lecturer in Mathematics Education at Graha Nusantara University, Padang sidimpuan, Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i04.7110

Keywords: Jigsaw cooperative learning, interactive digital media, non-routine problems, algebra, mathematical problem-solving

Abstract

Non-routine algebraic problem-solving requires students to understand mathematical problems, develop appropriate strategies, implement solution procedures, and evaluate the reasonableness of their answers. However, students often experience difficulties when dealing with unfamiliar problems that require flexible mathematical reasoning. This study aimed to examine the effectiveness of the Jigsaw cooperative learning model assisted by interactive digital media in improving high school students’ non-routine algebraic problem-solving skills. The study involved an experimental group and a control group, each consisting of 32 students. Students’ problem-solving skills were measured using pretests and posttests, and the data were analyzed using analysis of covariance (ANCOVA) to compare posttest performance while controlling for pretest scores. The descriptive results showed that the experimental group’s mean score increased from 46.63 to 58.60, whereas the control group’s mean score increased from 44.55 to 49.39. The ANCOVA results indicated a statistically significant difference between the groups after controlling for pretest performance, (F(1,61)=26.67), (p<.001), with a partial eta-squared of .304. The adjusted posttest means were 57.89 for the experimental group and 50.09 for the control group. These findings suggest that the Jigsaw cooperative learning model supported by interactive digital media may provide a more effective learning experience for developing non-routine algebraic problem-solving skills than the comparison approach used in this study. The findings highlight the potential value of structured peer collaboration and digital learning support in mathematics education

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