Pembelajaran Jigsaw Berbasis Catur Paramitha Untuk Menguatkan Sikap Prososial Siswa Sekolah Dasar
DOI:
https://doi.org/10.37329/cetta.v9i3.5566Keywords:
Prosocial Attitudes, Jigsaw Cooperative Learning, Catur Paramitha, Character EducationAbstract
This study aimed to examine the effect of the Catur Paramitha-based Jigsaw cooperative learning model on strengthening the prosocial attitudes of fifth-grade students in Cluster III Elementary Schools, Kubutambahan District. A quantitative approach with a quasi-experimental design was employed involving 60 students, consisting of 30 students in the experimental group and 30 students in the control group. Data were collected using a prosocial attitude questionnaire covering empathy, cooperation, social concern, tolerance, and helping behavior, and analyzed using descriptive statistics and an independent-samples t-test. The results showed that the experimental group's mean score increased from 68.43 in the pretest to 84.27 in the posttest, while the control group's score increased from 67.87 to 72.13. Hypothesis testing yielded t = 7.84, p = 0.000 (p < 0.05), with a Cohen’s d effect size of 2.03, indicating a very large effect. These findings demonstrate that integrating the values of Maitri, Karuna, Mudita, and Upeksa into the Jigsaw learning model effectively strengthens students’ prosocial attitudes. Therefore, this model can serve as a local wisdom-based learning strategy to support character education in elementary schools.
References
Arsana, I. N., & Suastra, I. W. (2023). Character Education Through Balinese Local Wisdom In Elementary Schools. Jurnal Cakrawala Pendidikan, 42(2), 315-327.
Arthur, J. (2015). Convergence On Policy Goals: Character Education In East Asia and England. Journal of International and Comparative Education, 5(2), 59-71.
Aronson, E. (2000). Nobody Left To Hate: Teaching Compassion After Columbine. New York: W. H. Freeman and Company.
Berkowitz, M. W., & Bier, M. C. (2004). Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591(1), 72-85.
Banks, J. A. (2019). An Introduction To Multicultural Education. London: Pearson.
Carlo, G., Padilla-Walker, L. M., & Nielson, M. G. (2018). Longitudinal Bidirectional Relations Between Adolescents’ Sympathy And Prosocial Behavior. Developmental Psychology, 51(12), 1771-1781.
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Handbook of Child Psychology and Developmental Science. Hoboken: John Wiley & Sons.
Fitriani, N., & Mulyana, A. (2022). Cooperative Learning And Prosocial Behavior Among Elementary School Students: A Meta-Analysis Study. International Journal of Instruction, 15(4), 1047-1064.
Gillies, R. M. (2016). Cooperative Learning: Review Of Research And Practice. Australian Journal of Teacher Education (Online), 41(3), 39-54.
Irawati, D., Iqbal, A. M., Hasanah, A., & Arifin, B. S. (2022). Profil Pelajar Pancasila Sebagai Upaya Mewujudkan Karakter Bangsa. Jurnal Edumaspul, 6(1), 1224-1238.
Johnson, D. W., & Johnson, R. T. (2017). Joining Together: Group Theory And Group Skills. London: Pearson.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A Meta-Analysis Of The Effects Of Face-To-Face Cooperative Learning. Do Recent Studies Falsify Or Verify Earlier Findings?. Educational Research Review, 10, 133-149.
Malti, T., & Sebastian, P. D. (2018). From Being Nice To Being Kind: Development Of Prosocial Behaviors. Current Opinion in Psychology, 20, 45-49.
Memmott-Elison, M. K., Holmgren, H. G., Padilla-Walker, L. M., & Hawkins, A. J. (2020). Associations Between Prosocial Behavior, Empathy, And Peer Relationships During Childhood And Adolescence. Journal of Youth and Adolescence, 49(9), 1809-1823.
Riana, I. G., & Sudarsana, I. K. (2021). Hindu Values And Character Development In Balinese Education. Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies, 5(2), 140-149.
Titib, I. (2003). Teologi Dan Simbol-Simbol Dalam Agama Hindu. Surabaya: Paramita.
Twenge, J. M. (2017). IGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy And Completely Unprepared For Adulthood and What That Means for the Rest of Us. New York: Simon and Schuster.
Voogt, J., & Roblin, N. P. (2012). A Comparative Analysis Of International Frameworks For 21st Century Competences. Journal of Curriculum Studies, 44(3), 299-321.
Vygotsky, L. S. (1978). Mind In Society: The Development Of Higher Psychological Processes. Cambridge: Harvard University Press.
Wentzel, K. R. (2015). Prosocial Behavior And Peer Relations In Adolescence. International Encyclopedia of the Social & Behavioral Sciences, 18, 178-200.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 I Made Edi Suta Wiguna, Ni Nyoman Lisna Handayani, I Made Ariasa Giri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
