ISRUNCH
B. Recommendations 1. Theoretical
5. Pengelolaan
Informasi
Rerata (SD) 7,04(1,57) 9,96(2,05) 8,79(2,41) 8,75(2,35)
Median 7 10 9 9
Range 4-13 6-14 4-13 4-12
Nilai p <0,001**) 0,164*)
6. Etika Moral
Rerata (SD) 21,52(2,87) 24,56(2,06) 21,92(3,54) 21,88(3,47)
Median 21 24 21,5 21,5
Range 18-29 20-29 16-29 16-29
Nilai p <0,001**) 0,164*)
7. Kepemimpinan
Rerata (SD) 15,84(3,91) 20,68(2,98) 18,67(3,94) 18,67(3,60)
Median 16 21 18,5 18,5
Range 8-24 16-27 10-26 11-25
Nilai p <0,001**) 0,500*)
Soft Skill
Rerata (SD) 109,52
(16,27)
145,80
(17,36) 123,79(25,98) 125,38 (23,79)
102
Median 110 143 122,5 123
Range 84-150 114-180 73-174 77-172
Nilai p <0,001*) 0,004*)
Description: *) Paired t-test **) Wilcoxon Test
The results of the mean difference test in table 4.4 show a significant increase before and after treatment in the jigsaw group (p <0.001). Thus, it can be concluded that there is a significant increase in soft skills of jigsaw group students in community midwifery care courses. All soft skill attributes experienced a significant increase in the jigsaw group.
The test results of increasing soft skills in the conventional group at the time before and after being given treatment had a p-value of 0.004. Thus, it can be concluded that there is a significant increase in the soft skills of conventional groups at the time before after being given treatment. Communication ability is the only dimension that experienced a significant increase in the conventional group, while the other dimensions did not experience a significant increase.
e. Percentage of Soft Skill Improvement in Both Treatment Groups in Community Midwifery Care Courses
The percentage increase aims to see the difference in the increase in the soft skills of the conventional group and the jigsaw group towards the improvement of soft skills in the community midwifery care course, presented in table 4.5 as follows:
Table 4.5 Improvement of Soft Skills in Both Groups
% Peningkatan Soft Skill (Nilai rata-rata)
Kelompok
Nilai p Jigsaw Konvensional
(n=25) (n=24)
1. Kemampuan Komunikasi 41,68% 5,71% <0,001*) 2. Kemampuan Kerja Tim 37,37% 1,32% <0.001*) 3. Kemampuan Berfikir/Bernalar 48,27% 2,00% <0,001*) 4. Menyelesaikan Masalah 27,80% 3,00% <0,001*) 5. Pengelolaan Informasi 45,13% -0,31% <0,001*) 6. Etika Moral 15,19% -0,14% <0,001*) 7. Kepemimpinan 35,16% 0,43% <0,001*)
Soft Skill 32,93% 1,67% <0,001*)
Description: *) Mann-Whitney Test
103 The test results of the percentage difference in average increase in table 4.5 show that the difference in the increase in soft skills of the conventional group and the jigsaw group in the community midwifery care group had a significant difference (p <0.001).
Thus, it can be concluded that there is a significant difference in increase in soft skills in the jigsaw group and conventional group when given treatment.
f. The Influence of Learning Models on Enhancing Student Soft Skills in Community Midwifery Care Courses
The effect of the jigsaw cooperative learning method on community midwifery care courses was analyzed using the Chi Square categorical comparative bivariate test with the calculation of the Odds Ratio value. The effect of learning methods on improving soft skills is described in table 4.6 below:
Table 4.6 Effect of Learning Methods on Improving Soft Skills of Students in Community Midwifery Care Courses
Kelompok
Soft Skill
Nilai p Tinggi Rendah
N % N %
Jigsaw (n=25) 14 56 11 44 0,012*) Konvensional
(n=24) 5 21 19 79
Keterangan: *) Uji Exact Fisher
Table 4.6 shows the results of the differences in the increase in meaningful soft skills of students in the jigsaw group and conventional groups in the community midwifery care courses (p <0.05). From the table, it can be seen that the increase in soft skills in the jigsaw group was 56%, the conventional group was 21%. Thus the jigsaw cooperative method improved soft skills 2.7 times compared to the conventional group in community midwifery care courses.
g. Hypothesis testing
Based on the results of statistical analysis to test the research hypothesis, proof of each hypothesis in this study will be elaborated through the following explanation:
1. The first hypothesis:
Soft skills of students using the jigsaw cooperative learning method are better than the soft skills of students who use conventional methods in community midwifery care courses.
Supporting things:
The results of the mean difference test in table 4.4 show a significant increase before and after treatment in the jigsaw group (p <0.001). All soft skill attributes experienced a significant increase in the jigsaw group. While the results of the test for improving soft skills in the conventional group at the time before and after being given treatment had a p-value of 0.004. Communication ability is the only dimension that experienced a
104 significant increase in the conventional group, while the other dimensions did not experience a significant increase.
Things that do not support:
There is no Conclusion
The research hypothesis is tested and accepted (H0 rejected) 2. Second Hypothesis:
There is a positive effect of the jigsaw type cooperative learning method on improving the soft skills of students in community midwifery care courses.
Supporting Things:
Table 4.6 shows the results of the differences in the increase in meaningful soft skills of students in the jigsaw group and conventional groups in the community midwifery care courses (p <0.05). From the table it can be seen that the increase in soft skills in the jigsaw group was 56%, the conventional group was 21%. Thus the jigsaw cooperative method improved soft skills 2.7 times compared to the conventional group in community midwifery care courses.
Things do not support:
There is no Conclusion:
The research hypothesis is tested and accepted (H0 rejected)
DISCUSSION
The jigsaw cooperative learning method is a learning method with the learning process in small groups, both in the "original group" and "expert group". Psychologically, students have more opportunity and courage to think and discuss and ask questions than to study in large classes. In addition, active learning through active discussion makes them better able to understand the material more quickly and effectively.25,27,28,33 The jigsaw type cooperative learning method was first developed and tested by Elliot Aronson and friends at the University of Texas and later adapted by Slavin and friends at Johns Hopkins University. 28
The jigsaw method was introduced in the late 1970s as a learning method that can produce academic and social-emotional achievements. Learning using the jigsaw method has cognitive goals, namely academic factual knowledge and social goals. 33
Jigsaw cooperative learning method is a cooperative learning method with students learning in small groups consisting of four to six heterogeneous people. In jigsaw cooperative learning students are required to work together, positive interdependence, are responsible for completing the part of the subject matter being studied and conveying the material to other group members. 28
105 This research was applied to the community midwifery care course which is one part of the midwifery D III core curriculum. The theoretical community midwifery courses are designed as learning subjects that contain cognitive, affective and psychomotor aspects giving students the ability to provide community midwifery care by paying attention to cultural aspects that focus on preventive, promotive, early detection and referral efforts and are oriented towards community empowerment .17 Because it is oriented towards community empowerment, important soft skills are mastered in community midwifery care courses. Soft skills include life skills and skills, both for themselves, in groups, and in society. To improve the soft skill, one of them needs habituation through the learning process.
The jigsaw cooperative learning method is a learning method that refers to the constructivism approach demanding the active role of students and having characteristics such as positive dependence, individual responsibility, social interaction, participation, and communication expected to be able to familiarize and train students to develop soft skill attributes in preparation practice on the ground facing clients and society. This is in line with the opinion of Baker and Clark, who stated that the jigsaw type cooperative learning strategy plays a role in the learning process, including facilitating learning, facilitating student interaction, and increasing team morale and interpersonal relationships in the classroom, which may be useful in the future at work and go to the community.34
The first research objective in this study was to analyze the ability of soft skills of students who obtained the jigsaw type cooperative learning method and soft skills of students who used conventional methods in community midwifery care courses. The results of the analysis in table 4.4 show that the soft skills of students in the jigsaw group before and after being given treatment had very significant differences (p <0.001). All soft skill attributes experienced a significant increase in the jigsaw group. Whereas in the conventional group soft skill attributes that experienced an increase which only meant the attributes of communication skills, the other soft skill attributes did not experience a significant increase. The results of this study reinforce previous research conducted by Maulidatul Chusnia, which states that the application of jigsaw type cooperative learning can improve soft skills and student learning outcomes, this is evidenced by the increase in student soft skills, especially on indicators of students' ability to be responsible.24 The jigsaw cooperative learning method is a learning method that demands the activeness of all students. In jigsaw type cooperative learning there is an interactive relationship between students. Students who are less intelligent or weak will be assisted by smarter students so that they will increase students' knowledge and hopefully their learning outcomes can increase.28 This is in line with the research conducted by Wong et al. That the jigsaw cooperative learning method can significantly develop the ability cognitive and effective students in learning.35
According to Lie, cooperative learning methods are different from methods that only study in groups. This difference lies in the basic elements in cooperative learning that are not encountered in group learning carried out carelessly. The procedure for cooperative learning methods carried out correctly will enable educators to manage classes more effectively. Learning using the type of jigsaw involves all students in the class. The
106 purpose of this method is to develop teamwork, cooperative learning skills and mastery of the material
Based on the results of observations made to increase soft skills in the conventional group is less than optimal. This happens because learning takes place passively. It appears that learning tends to be teacher-centered (teacher centered), so students cannot develop their initial abilities and make students less motivated in learning. Teachers are less able to involve students in the learning process. This causes students to chat on their own, use cellphones, and even fall asleep during the learning process.
Conventional learning methods make students less able to understand the material conveyed by lecturers. When learning takes place there are no active symptoms from students such as student activities asking questions, asking questions and refuting opinions. This makes students less creative and less able to develop themselves and difficult to apply what they have gained in everyday life
The jigsaw type cooperative learning method in addition to improving student achievement in the cognitive domain of students, is proven to be able to improve students' soft skills compared to conventional methods which only aim to increase academic acquisition. Improvement of soft skills in the jigsaw learning method is better than conventional learning methods. This can be seen from the explanation of each soft skill attribute as follows: