Development of students’ social attitudes in biology classroom through jigsaw and guided inquiry
Mursito S Bialangi, Siti Zubaidah, Mohamad Amin, Abdul Gofur
In generally, teaching and learning processes more focused on improving students' cognitive learning outcomes, while the development of social attitudes tends to be ignored. The development of social attitudes can be done with habituation through the implementation of cooperative learning model. This study was a quasi-experimental to determine differences of social attitudes of students taught by jigsaw and guided inquiry learning model. The research sample was the students of second year of Natural Science class in Senior High School in Palu, Central Sulawesi, Indonesia as many as 70 students. Social attitudes were measured using a questionnaire given at the beginning and at the end of the study. The result showed that there was no differences between the social attitudes of students taught by jigsaw and guided inquiry. This might be caused by these models have the same potency in developing social attitudes. Combination of these models to optimize the potency of both in developing social attituderevealed at further research. Another possibility, the use of a questionnaire to measure social attitude was less accurate. Based on the fact, the future studies should consider an observation sheets to measure students' social attitudes.