Wed, Feb 4, 2026
[Archive]
V Dwi Jani Juliawati1, Christopher David Kurniawan1, Bayu Perkasa Rosari2, Darmadi Darmadi3, Sem Samuel Surja *4
1- Medical Education Unit, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia
2- Department of Anatomical Pathology, School of Medicine and Health Sciences, Atma Jaya
3- Department of Internal Medicine, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia
4- Department of Parasitology, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia ,Sem Samuel Surja
2- Department of Anatomical Pathology, School of Medicine and Health Sciences, Atma Jaya
3- Department of Internal Medicine, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia
4- Department of Parasitology, School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia, Jakarta, Indonesia ,
Abstract: (42 Views)
Background & Objective: The rapid advances in medicine have led to changes in medical education, with a shift from teacher-centered to student-centered learning. This study combined Peer-Assisted Learning (PAL)—known for its comfortable learning environment—with the jigsaw method, which fosters cooperative learning. The aim of this study was to implement the PAL-jigsaw method and assess its effectiveness based on students’ perceptions.
Materials & Methods: This study employed a mixed-methods explanatory sequential design. The sample consisted of second-year undergraduate students who completed the infectious disease module. The learning session was conducted using the PAL-jigsaw method. Students' perceptions were evaluated quantitatively and qualitatively. Quantitative data were collected using a 5-point agreement Likert scale questionnaire. The level of agreement was presented descriptively, and the difference between groups was subsequently analyzed using the Kruskal-Wallis test. Qualitative data collection was conducted through Focus Group Discussions (FGD) and was analyzed thematically.
Results: This study involved 18 groups consisting of 178 medical students. The majority of students agreed with 19 of 21 questionnaire items, particularly regarding the learning environment. Most students agreed that PAL-jigsaw created a comfortable atmosphere for asking questions (n = 88, 49.4%), that the session was exciting (n = 75, 42.1%) and fun (n = 60, 33.7%), and allowed tutees to learn while teaching their peers (n = 87, 48.9%). There was no difference between groups (p > 0.05). In the qualitative findings, thematic analysis of the FGD data from tutees and tutors yielded two major themes: 1) Positive aspects and advantages of the PAL-jigsaw method, and 2) Challenges and limitations of the PAL-jigsaw method.
Conclusion: Most students had positive perceptions of the PAL-jigsaw method, such as learning with friends, a comfortable learning atmosphere, and the communication and language used during the sessions. Overall, students and tutors agreed that the PAL-jigsaw method has great potential and could be re-implemented in the following year with improvements on certain aspects, such as timing, tutor preparation, and assessment structure.
Keywords: Jigsaw, peer-assisted learning, student-centered learning, collaborative learning, active learning strategies
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/07/26 | Accepted: 2025/11/29
Received: 2025/07/26 | Accepted: 2025/11/29
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
