Integrating project-based learning and jigsaw to enhance teaching competence among pre-service non-formal educators for elementary learning contexts

Desika Putri Mardiani; Sjafi'atul Mardliyah; Wiwin Yulianingsih; Danang Prastyo; Vany Fitria; Achmad Jalaludin Rumi

doi:10.26740/eds.v10n1.p87-98

Authors

Desika Putri Mardiani Department of Non-Formal Education, Universitas Negeri Surabaya, Surabaya
Sjafi'atul Mardliyah Department of Non-Formal Education, Universitas Negeri Surabaya, Surabaya
Wiwin Yulianingsih Department of Non-Formal Education, Universitas Negeri Surabaya, Surabaya
Danang Prastyo Department of Early Childhood Education, Universitas Islam Negeri Madura, Madura
Vany Fitria Foreign Languages and Literature, University of Toulon
Achmad Jalaludin Rumi Department of Education Management, Universitas Negeri Surabaya, Surabaya

DOI:

https://doi.org/10.26740/eds.v10n1.p87-98

Keywords:

Project-Based Learning (PjBL), Jigsaw Cooperative Learning, Teaching Competence, Pre-Service Educators

Abstract

The objective of this study is to examine the effectiveness of integrating project-based learning (PJBL) and the Jigsaw cooperative strategy in improving the teaching competence of pre-service educators. Employing a quantitative experimental design, the research involved 80 undergraduate students enrolled in a Non-Formal Education Program, divided into 2 categories: an experimental group with PJBL-Jigsaw integration and a control group (conventional learning). Teaching competencies were assessed using a questionnaire validated through expert judgment and reliability testing (Cronbach’s alpha > 0.80), covering lesson planning, classroom management, instructional strategies, reflection, and evaluation. Paired-sample and independent-sample t-tests were used to analyze the data, complemented by effect size analysis (Cohen’s d). The results indicate a statistically substantial improvement in teaching competence in both groups; however, the experimental group demonstrated substantially greater mean score gains (increase of 32 points) compared to the control group (increase of 13 points). The effect size of the integrated PJBL-Jigsaw intervention was categorized as very large (d > 0.8). These findings confirm that integrating PJBL and Jigsaw strategies produces a strong and meaningful impact on the development of pedagogical competence among prospective educators. The study contributes empirical evidence supporting innovative, collaborative learning design in educator preparation.

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