DEVELOPING LESSON PLANS OF PHYSICAL EDUCATION USING JIGSAW METHOD OF COOPERATIVE LEARNING APPROACH FOR JUNIOR HIGH SCHOOL	
Reza Amalia Astuti1 Ahmad Rithaudin2	
Yogyakarta State University in Indonesia
Faculty of Sport Sciences
rezaamalia03@gmail.com, ahmad_rithaudin@uny.ac.id	
Keywords:	Development, Physical education pedagogy, Curriculum of 2013
		
Abstract: 	This research is motivated by the need of enhancement of varied development of Lesson Plan of Physical Education. This research is aimed to produce Lesson Plan of Physical Education using Jigsaw method of Cooperative Learning approach which could be implemented as learning resources for Junior High School teachers. The research’s design is a research and development which refers to the theory of Borg and Gall (1983). The subject of development of this research is learning material of Physical Education for Junior High School students which focuses on great ball games. The instrument of data collection uses rubrics for assessment given to the curriculum experts and subject masters. Data analysis technique uses both descriptive quantitative and descriptive qualitative based on the result of the input and suggestion from the experts. The result of this research is in the form of Lesson Plan using Jigsaw method of Cooperative Learning approach, especially for physical education pedagogy. According to the curriculum experts, the validity result is very good with 89,75% in percentage, based on the subject masters, it is very good with 82,5%, and from the validity questionnaire, teacher judgement shows it is good at 77,60%.
1	INTRODUCTION
In an education system, a curriculum is dynamic and there should always be changes and development to catch up with the development of Curriculum 2013 which will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge. In this case, the curriculum development is focused on the construction of students’ competencies and characters in the form of a combination between knowledge, skills, and development as well as challenges of the era. However, the changes and development should be done systematically and with a clear direction, not just for the shake of making a change. The changes and development of the curriculum have to have a clear vision and direction: where the national education system will head to with the curriculum. According to (Mulyasa, H.E., 2014), Curriculum 2013 is a follow up of the Competence-based Curriculum which was in trial in 2004.
The development of Curriculum 2013 will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge.
In this case, the curriculum development is focused on the construction of students’ competencies and characters in form of a combination between knowledge, skills, and attitude which can be demonstrated by students as a form of understanding towards the concepts they learn contextually. Curriculum 2013 enables teachers to assess the learning outcomes of students in the process of achieving the learning objectives which reflects the mastery and understanding towards what have been learned. Therefore, students need to know the criteria of the competency mastery and characters which are used as the assessment standards of learning outcomes so that they can prepare themselves by mastering several competencies and certain characters as requirements to continue to the other competencies and characters ( Mulyasa, H.E., (2014).
There are some teaching and learning models suggested by Curriculum 2013, one of which is Cooperative Learning. Cooperative learning in physical education is a learning method where students work together in small groups to learn psychomotor, cognitive, and affective domain (Dyson, Griffin, & Hastie, 2004; Iserbyt, Madou, Vergauwen, & Behets, 2011). This is marked by various forms of student interaction through physical activity. cooperative learning in physical contexts in the level of activity or skill performance as well as problem solving is a large part of research on cooperative learning that has focused on increasing physical activity. Cooperative learning is the practice of applying social skills from face-to-face interaction in relationships with peers and physical activity to improve problem solving. 
Cooperative Learning model is a teaching and learning model that enables students to learn actively and participatively. Cooperative learning as a respected pedagogy, which has the potential to positively influence student achievement. Motivation for learning, intergroup relations, thinking and problem solving (Balochea and Brodyb., 2017). Adam’s research says that Jigsaw empowered both teachers and pupils to resort to the use of collaborative learning due to its immense benefits in learning program in sport education.
 The model maximizes the learning activity by grouping students into small groups and making them learn from each other together. There are several techniques in Cooperative Learning, one of which is Jigsaw technique. Using Jigsaw technique, students can focus their attention during the teaching and learning process so that their understanding towards the materials can be maximized. The jigsaw strategy is a cooperative learning technique appropriate for students. There are several benefits of jigsaw technique in teaching.  Teacher is not the sole provider of knowledge because most of the work is done by the students themselves which makes it an efficient way to learn.  Students take ownership in the work and achievement and therefore students are held accountable among their peers.
It can be seen from the collaborations between students in Jigsaw technique as an effort to understand the concepts of the materials. The collaborations has an impact on the improvement of students’ learning motivation. The Jigsaw technique make students do more learning activities such as asking their friends instead of their teachers and can create a more enjoyable learning (Made. Wena., 2011). Jigsaw technique is beneficial in teaching because learning revolves around interaction with peers, students are active participants in the learning process and thereby help to build inter-personal and interactive skills among students.  The use of this technique also makes teachers find it easy to learn, enjoy working with it, it can be used in conjunction with other teaching strategies and it can be effective even if it is used for just an hour per day (Francis Hull Adams, (2013).
In this case, the teaching and learning model used by teachers cannot improve students’ learning motivation yet since students only act as listeners and receivers of the materials delivered by the teachers. The are still few Physical Education teachers who develop learning models using Jigsaw technique of Cooperative Learning. Therefore, it is expected that they can understand model variations in lesson plans better.
One of the Lesson Plan developments using Jigsaw of Cooperative Learning is in big ball games such as volleyball, basketball, and football games. One of the schools that has implemented this model is SMP Negeri 3 Pajangan. The Physical Education teachers at SMP Negeri 3 Pajangan have implemented Jigsaw of Cooperative Learning for the big ball game material namely football.  The implementation of Cooperative Learning with Jigsaw is expected to make students more enthusiastic and can study in groups by discussing the materials being learned in participating in the learning process of big ball games. This research is very important because its would help Indonesian’ junior high school student. In addtion this research developt a new programme to increase entusiatics, confidence, leadership, creative, argumentative. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. 
The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of physical education via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject (Yemi, Binti, & Azid, 2018). The Jigsaw technique was randomly introduced into some classrooms and not introduced into other classrooms.  This allowed for comparisons between students in jigsaw classes and those not in jigsaw classes.  Students in the jigsaw classes expressed significantly, more self-confident and liked school better when tested objectively.  Behavioral data supported these self-report measures.  Students in jigsaw classes were absent less frequently, intermingled more in the cafeteria and in the school yard and performed better in exams.

2	METHODOLOGY

This research belongs to Research and Development. Research and Development is a type of research which produces a product (Sugiyono., 2013). The product being developed in this research was a Lesson Plan which used Jigsaw technique of Cooperative Learning.

2.1	Data, Instruments, and Data Collection Techniques
The instruments of this research were made into two big groups which were used to evaluate the product and identify the appropriateness of the product as follow.
(1)	Instrument of appropriateness evaluation for material experts
(2)	Instrument of appropriateness evaluation for curriculum experts
All of the instruments were in the forms of questionnaires. The data in this research were collected by giving the evaluation sheets to the experts.

2.2 Data Analysis Techniques

The first technique used in this research was quantitative descriptive analysis in the forms of percentages while data in the forms of suggestions and reasons of choosing the answers were analyzed using qualitative analysis technique. The scores of the evaluations from the experts and the students were then categorized using a percentage formula. The data analysis technique in this research was done in two steps. Following are the steps of the data analysis.
1.	Converting the category values into evaluation scores
The evaluation which were in forms of category values were converted into evaluation scores (Sugiyono., 2009). The conversion from category values into evaluation scores used the following criteria.

Table 1. The Evaluation Score of the Lesson Plan Development
No	Category	Score	
1	Very poor	1	
2	Poor	2	
3	Fair	3	
4	Good	4	
5	Very good	5	

2.	Analyzing the score by summing the scores obtained from the research then dividing the total with the ideal score for all items and timing it with 100%.

Table 2. The Categories of the Lesson Plan Development Evaluation and Expert Judgement

No	Percentage	Category	
1	0% - 20%	Very poor	
2	20,1% - 40%	Poor	
3	40,1% - 60%	Fair	
4	60,1% - 80%	Good	
5	80,1% - 100%	Very good	

Percentage of evaluation score: 
(Sugiyono., 2009)

3	INTERVENTION, RESULTS AND DISCUSSIONS

3.1	Pre-Intervention
To ensure effective use of cooperative learning among students, the researcher explains why he wants to use cooperative learning and explains its benefits to students. To help with this explanation, he distributed flyers that explained collaborative learning. Group sizes range from two to four students, depending on cooperative learning tasks. Groups are formed by bringing students together to share the material being studied. Once a group is assigned, students are given the time needed to work together for a while before moving to a different group.
Researchers also optimize learning in the field so students actively move. The agreed methods and materials chosen by the researchers were asked to contribute to the successful group. There are several considerations regarding whether the research must be approved or not in this decision. Whether the researcher chooses to play a role in a group, he believes there are different roles for each student. Also, researchers choose and assist students in choosing roles that use their strengths, and increase their weaknesses. The researcher also arranged students not to choose the same role repeatedly. Some roles chosen or assigned include facilitators, time organizers, note takers, examiners (for understanding), summarizers, elaborators (based on prior knowledge or discussion points). (Francis Hull Adams, (2013).
3.2	Intervention

After all the preparations, it was time to begin working.  During the intervention phase of cooperative learning, the students played the most important role, some of their tasked at this stage included;
-	Working together 
-	Listening to one another  
-	Questioning one another 
-	Keeping records of their work and progress 
-	Producing the assessment task (product)
-	Assuming personal responsibility being involved in the group

3.3	Steps Involved in the Intervention

Students are divided into five groups consisting of six people, each of which has a group of letters and numbers. Researchers guide students to choose leaders for each group representing the president and secretaries for each group. After selecting the president and secretary for each group, assignments are given to the groups and the assignments are on five different topics, all related to the main topic.
Pupils were allowed to do the work after task was given.  During the discussion the researcher went round to supervise the work to provide the needed assistance to the group.  Later, after some 30 minutes they were asked to move to their letter groups to teach other group members about their areas of speciality. After they had finished teaching other members their area of speciality, each group was called to do a presentation for their group.  After the presentations there was a plenary session. The researcher gave final comments on the whole activity and brought it to an end.

3.4	Post-Intervention

The post-intervention was an evaluation of the outcome of the intervention.  After completing the group work and assessment tasks, the student’s job was to reflect on the work that was accomplished in the group.  What worked and what did not work?  What would they change or keep next time they work together. The students also gave feed back to their researcher and this was a sign that showed that they were really having a cooperative learning.  There were able to tell the researcher what worked or what was good about this unit and they did point out what did not work well.  This information had been written down and informally discussed with them.
Research question 1: What are the steps involved in using jigsaw technique in teaching? After the activity students were interviewed with regards to the steps involved in planning jigsaw. The Respondents came out with a number of steps to implement in the use of jigsaw. The steps identified by the respondents perfectly agrees with the ten steps of Aronson (2008). They are:
1)	Students are divided into 5 or 6 people’s jigsaw group.  The group should be diverse in terms of ethnicity, gender, ability and race. 
2)	One student should be appointed as the group leader.  This person should initially be the most mature student in the group.
3)	The day’s lesson is divided into 5-6 segments (one for each member). 
4)	Each student is assigned one segment to learn.  Each student should only have direct access to their own segment. 
5)	Students should be given time to read over their segment at least twice to become familiar with it.  Students do not need to memorize it. 
6)	Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment.  Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. 
7)	Students come back to their jigsaw group. 
8)	Students present their segment to the group, other members are encouraged to ask question for clarification. 
9)	The teacher needs to float from group to group in other to observe the process.  Intervene if any group is having trouble such as member being dominating or disruptive.  There will come to a point that the group leader should hand this task.  Teachers can whisper to group leader as to how to intervene until the group leader can effectively do it themselves.
10)	A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games but they really count. 

This model according to (S.B. Olorukooba, 2001)  was developed by Elliot and is based on the notion of cooperation that each individual will develop, and each individual can achieve his goals only if all the other individuals in the group achieve their goals. At Jigsaw, students are assigned to six member teams to work on academic material that has been broken down into sections. For example, the material of a large soccer ball game can be divided into basic techniques of dribbling, shooting and combination. Each team member reads the part. Subsequent members of various teams who have the same section meet in expert groups to discuss their part. Then students return to their team and take turns teaching their teammates about their part. Because the only way that parts other than their part can be played is by listening carefully to their teammates, they are motivated to support and choose an interest in each other's work. Elliot uses special cooperative learning to unite children of various races and abilities
3.5	Results

The result of this research was in the form of a Lesson Plan. This research used a method developed by Borg and Gall (1983:222) that had been modified because the steps of the research were quite suitable for creating a product in the form of Lesson Plan. Those steps were: 

Analyzing the information obtained

Planning the research obtained

Developing the product obtained

Expert judgment and product revision obtained

Small group trials

Final Product

The research aims at producing a Lesson Plan  of big ball games using Jigsaw of Cooperative Learning which can be used by teachers in the teaching and learning process of Physical Education.
Based on the previous tables and figures, it is known that the results of the implementation of Physical Education teaching and learning based on Curriculum 2013 at state junior high schools in Bantul District in the 2016/2017 academic year categorized as good were 4 respondents or 5.79%, categorized as fairly good were 55 respondents or 79.71%, categorized as slightly poor were 10 respondents or 14.49%, and categorized as poor was 0 or 0%.

3.6	Discussions

Curriculum 2013 is a development of the previous curricula, both Competence-based Curriculum that was started in 2014 and School-based Curriculum in 2006. Curriculum 2013 emphasizes the improvements and the balance between soft skills and  hard skills which include attitude, skills, and knowledge aspects.
The development of Curriculum 2013 will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge. Students not only become independent, but also rely on the teacher. This model provides encouragement to think and support active learning. Models that encourage students to ask questions and argue. learning the process of physical education becomes more challenging, active and has the skills to think critically (Sulisworo, Syriac. 2014).
 In this case, the curriculum development is focused on the construction of students’ competencies and characters in the form of  a combination between knowledge, skills, and attitude which can be demonstrated by students as a form of understanding towards the concepts they learn contextually. There are some teaching and learning models suggested by Curriculum 2013, one of which is Cooperative Learning. Cooperative Learning model is a teaching and learning model that enables students to learn actively and participatively. The model maximizes the learning activity by grouping students into small groups and making them learn from each other together. There are several techniques in Cooperative Learning, one of which is Jigsaw technique. Using Jigsaw technique, students can focus their attention during the teaching and learning process so that their understanding towards the materials can be maximized, students not only become more independent, not dependent on the teacher, but also this model provides encouragement to think and actively participate in learning. 
This one model encourages students to dare to ask questions and debate, so hopefully the learning process of physics becomes more meaningful and able to foster critical faculty members of students in various disciplines incorporating cooperative learning exercises into their list of teaching methods. The popularity of this approach can be attributed in part to the substantial body of research that supports the positive role of cooperative learning in improving student achievement and promoting deep learning, as well as evidence showing that students generally prefer cooperative learning exercises rather than more passive modes. instruction such as lectures (Johnson et al., 1998b; Slavin, 2011; Yamarik, 2007 thinking skills).
The responses from the curriculum experts and material experts about the Lesson Plan development varied, one of which suggested to put more emphasis on the steps of Jigsaw so that the readers could understand what was meant by Jigsaw of Cooperative Learning better. Then, the response in the small group trial for 10 junior high school teachers in Bantul Regency was that some teachers had not understood what was meant by Jigsaw of Cooperative Learning. It is expected that the Lesson Plan development using Jigsaw method of Cooperative Learning can be a learning reference for teachers so that they can develop learning models in lesson plans. 
Well designed cooperative learning activities provide formative assessments of individual performance (ie, provide individual accountability), positive mutual support fosters trust among students. Understanding the relationship between personality types and students 'perceptions of cooperative learning equips instructors to more effectively communicate the benefits of cooperative learning activities, to anticipate and respond to students' (positive and negative) responses to cooperative learning. In applying active learning pedagogy techniques, these techniques will be more effectively applied to shape the achievements, interests and involvement of students (Sulisworo, Syriac. 2014).
The final product of this research is a Lesson Plan with Jigsaw  Method for Junior High School Students. The criteria of the product, according to a material expert in terms of the learning material quality was 70% (good) and the content aspect was 90% (very good). According to curriculum experts, the learning material quality was 90% (very good) and the content aspect was 89.5% (very good). Meanwhile, in the trial, the scores were 78.6% (good) and 76.6% (good). From those evaluations, the average score was 80.1% or categorized as very good. The modification of the Lesson Plan was done based on the characteristics of junior high school students using the principles of Lesson Plan development with Jigsaw method of Cooperative Learning in big ball games. The implementation of Jigsaw method of Cooperative learning is expected to make students more enthusiastic and can study in groups discussing the materials being learned.

4	CONCLUSIONS AND SUGGESTIONS

4.1	Conclusions

This study revealed that jigsaw is a very useful technique. Through the use of this technique, students develop help working with their peers and through that they learn from each other and learn more. They also foster good behavior with each other. Observations made by researchers after the intervention also help most students to take an active part in the lesson by answering questions during and after the lesson. More precisely teachers must avoid using only the lecture method in teaching lessons at a lower level because of the poor level of student participation in lessons and understanding bad concepts. The teacher lets him discuss about teaching methods or methods that are preferred methods that will help students understand the concepts offered in class correctly. The Ministry of Education must conduct frequent in-service training for teachers in various schools, especially on completion methods.
This research produces a Lesson Plan using Jigsaw method of Cooperative Learning for junior high school students. The evaluation score from a material expert was 82.5% (very good), while from two curriculum experts was 89.75% (very good), and  from the trial for teachers was 77.60% (good).

4.2 Suggestions

Based on the results of the research, following are some suggestions.
1.	Teachers should be able to improve their creativity so that the teaching and learning process at school is not monotonous and they can use various learning models in Curriculum 2013.
2.	The next researchers can do modification and development research which are proper and can be practiced or tested.
3.	Teachers of the colleges of education should as a matter of importance be alternating the teaching method they use for teaching the subject so as to improve students‟ understanding and performance. 
4.	It may be necessary to evaluate students‟ reasoning ability to know how grouping for cooperative learning strategy can be adopted such that every student would be able to benefit from it

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