The Effect of the Jigsaw Strategy on Conceptual Comprehension in the History Subject for fifth Grade Literary Students
Abstract
The research aims to identify the effect of the Jigsaw strategy on conceptual comprehension in the history subject for fifth-grade literary students. The researcher adopted the experimental research approach and an experimental design with partial control. The researcher chose Section B of the fifth-grade literary female students to represent the experimental group taught according to the Jigsaw strategy, and Section A represented the group. For the control group who taught in the traditional way, the number of female students in both groups was (64), with (32) female students in each group. Female students in both groups were rewarded on the two variables: chronological age and intelligence. To achieve the goal of the research, the researcher prepared the conceptual comprehension test, and the face validity, construct validity, and stability of the conceptual comprehension test were verified using the Keuder-Richardson coefficient of 20. The researcher used the T-test for two independent samples (T-test) to treat the data statistically, and the results showed the superiority of the experimental group that studied according to the strategy. Jigsaw in conceptual understanding in history, and the researcher recommended using the Jigsaw strategy in teaching because of its effectiveness in conceptual understanding.
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