INTRODUCTION 

In Pharmacy Diploma Program, mathematics is better known as pharmaceutical mathematics (1). Pharmaceutical mathematics is the study of basic mathematical calculations which is used in pharmaceutical calculations course (2). Futhermore, pharmaceutical mathematics is a field of study or science that applies the basic principles of mathematics that aims to prepare skills which will be used in calculating pharmaceutical supplies effectively (3). In studying pharmaceutical mathematics, basic mathematical skills are essential (4). Without strong mathematical basic ability, the students will have difficulty in calculating the standard of prevalent and maximum dose of a drug (5,6).

Pharmaceutical mathematics is a supporting and also applied as one of prerequisite course when students want to take pharmaceutical practice course, which is a course where students practice in a pharmaceutical laboratory how a medicine’s was made and work. This course starts when student study how a medicine’s journal is made by examining the prescription’s completeness, calculating the dose (start from the prevalent to the maximum amount), followed by weighing the drug’s material and create how the drug work and what etiquette which the drug has (7). Afterwards, the drug is formulated and handed over to a laboratory supervisor who acts as a patient at the time the drug is submitted. Due to the importance of pharmaceutical mathematics in the pharmaceutical practice course, it requires students to have strong basic mathematical skills as a basis in calculations in pharmaceutical science (8).

But in reality during the lecture, there are still a lot of students who have poor basic math skills. Differences in students’ academic ability are a very important aspect which needs to be noticed by the lecturer during the lecturing process (9). During the lecturing process, there is a sense of shame to ask and discuss which is owned by students whose poor basic mathematical skills (10). They become less involved in the process of solving problems in the pharmaceutical mathematics course. As a result, they do not understand the material which was presented and have difficulties in the pharmaceutical practice course (11). Students’ involvement in lecturing process is low, proven by there are some students who have low competitive feeling and low sense of togetherness in lecturing process. The students’ participation in the lecturing activity is very individual, which can be seen from the reluctance that they show when the lecturer create group discussion. They averse to discuss with their teammate. The low participation is also caused by the lack of students’ confidence in expressing their opinions or answering the questions that lecturer give to them. Some students prefer to wait for answers from their peers instead of working on their own answers (9).

To overcome the condition which is not conducive to the lecturing process and to foster students’ motivation to be active in the course, the lecturer has given continuous exercises and directly evaluate the problems together with the students, so that students know the extent of their ability related to particular material immediately. In addition, it has also been attempted by the lecturer to encourage students to solve the problem in front of the class. For lecturing guides, the college has lent some reference books that must be owned by students to make them more understand the course material and easier to answer the problem in HER exams (9, 12). In lecturing process, lecturer try to create a group discussion, but as the time goes by, this way becomes less effective. The failure is caused by students are very individual in the learning process, some students tend to be selfish and hard to share their knowledge in group discussions and there are still students whose low confidence in expressing opinions in group discussions (13, 14).

The implemented efforts have not given a fundamental change and better result. Students still tend to be selfish and hard to share their knowledge in the discussion, they tend to be passive and less participate in lecturing process, lack of competitiveness in lectures, lack of response to ask questions and answer questions. This can be seen from the activities of students who just record, hear, and a little question and discussion (15). Based on the facts above, it is deemed necessary to take action which can improve the activity and learning outcomes for students. One of the actions that can be done is by creating a cooperative learning method that can enhance the students’ involvement through discussion in the learning process. The characteristics of cooperative learning are learning model which is not centered to the teacher. The basic principle of cooperative learning is students form small groups and teach each other to achieve common goals, so that students will have a good ability at teaching students who are less clever without feeling disadvantaged (16,17). Through this learning method, the students together with their group learn in mutual assistance, each member of the group help each other. Individual failure is group failure and individual success is group success (18).

In cooperative learning, students are not only required to achieve success individually or try to beat their colleagues, but also required to work together to achieve mutual results, social aspects are very prominent and students are required to be responsible for their group’s success. Cooperative learning that will be used in this research is Jigsaw type. The jigsaw cooperative learning model is a model of learning that can stimulate students to think actively and creatively in the learning process. This model can develop the intellectual and emotional ability and all the potential that exist in the students. By applying the Jigsaw cooperative learning model, students not only learn the material provided, but they also learn how to give and teach the material to the members of the group (19).

  This research aims to describe the implementation of jigsaw type cooperative learning model in order to increase activity and learning outcomes in the pharmacy mathematics lecture at the Pharmacy Academy of DWI Farma.

RESEARCH METHODS

The type of research which is conducted is Classroom Action Research (Classroom Action Research) with cycle model. While the design refers to the Kemmis & McRaggart, model consists of: (1) planning; (2) action; (3) observation; And (4) reflection (20,21). In this research, researchers directly, become the research’s perpetrators, seeks to improve the learning process with jigsaw cooperative learning model. This research is conducted in two cycles. Reflection stage is done to evaluate the weakness in each cycle, so that there will be improvement in the next cycle. If the criteria of action has been reached, but the learning outcomes have not been reached at the mean of 75, then the researcher goes into action II. But if the both of criteria of action have not been achieved, then the researcher repeats action I and fixes the existing weakness. The steps which will be undertaken in this action research include the planning stage and the implementation stage of the research activity (22). Details of these steps can be explained as follows.

1. Planning Stage,

This planning stage includes activities:

a. Early reflection

At this stage activities make preliminary test, determine data sources, perform preliminary tests, and assign groups and choose 4 students to be interviewed(23).

b. Establish and formulate action draft.

At this stage the activities undertaken are determining the learning objectives, prepare the problem-solving, learning activities with jigsaw cooperative learning model, prepare teaching materials, LKS I and LKS II for group discussion, observation sheet, questionnaire and format Interviews that observers will use during the course of action (24,25).

2. Implementation Phase Research Activities

Activities during this stage is conducting activities based on planning stage. Observation of the implementation was evaluated by using an observation sheet. The result of observation will be analyzed as the evaluation of the research. The weakness or leverage found in cycle one will be fixed in cycle two and beyond. The indicator of success in each cycle of learning outcomes has a mean of 75. The jigsaw cooperative learning model will be implemented in several stages as follows.

1. Preparation

1. Material

2. The material in each chapter is divided into several sections, depends on the number of members in each group, the number of material concepts that students want to achieve or learn in cooperative groups in both groups (origin and expert groups). The topic can be written on the board and ask for the students what they know regarding to the topic. This activity aims to recall knowledge that has connection with the topic which will be studied. After that, the material presented in outline to students (26,27).
3. Establish cooperative groups in the class

For Jigsaw model, the most effective group consists of 4-5 people. This group should consist students who are high, moderate and low based on their ability as well as by gender as follows.  Rank students based on their ability and determine the number of groups, Divide students into groups. The division of students in the group needs to be balanced, so that each group consists of students with a balanced level of ability (28).

c. Determine the initial score, based on an individual student's average score on the previous quiz(29).

d.  Preparing students for work cooperatively

Before the learning process begin, students are given the opportunity to get to know each other more about their group members, prepare questions about the quiz to be done individually(30).

e. Determine allocations and time-sharing tailored to the learning stage.

f. Group award

After the quiz is completed, the lecturer will calculate the students’ score both individually and Grouply.
 Scores obtained by students are used to determine the value of individual development and to determine group scores (31).

The group score is calculated based on the total development score of all group members divided by the number of group members, such as the following formula.

               Nk = Group developmental value

There is some compliment that can be given to students for their achievement, such as math stars, super best, and math genius and so on. This award is given to groups that can achieve the criteria that have been set together. To determine the level of group awards can be used level of group awards: As we can see in the table above, for the group which get 15 points, the team will be classified a good team. In the group which get 20 points, the team will be classified as the great team. Meanwhile, the 25-points team will be appreciated as the super team (32).

Classroom Learning Plans

The description of the implementation plan of problem-solving learning in pharmaceutical mathematics lectures with jigsaw cooperative learning model can be seen in table 2

RESULTS

Aspects that are observed in each student during the research activity is students’ activity during the lecturing process

Meeting.... its meaning face to face in the week.....

Ex:

1^st meeting on the 1^st cycle means student activity observation in origin group in the 1^st week when Cycle I and Cycle II was conducted.

2^nd meeting on the 1^st cycle means student activity observation in origin group in the 2^nd week when Cycle I and Cycle II was conducted.

3^rd meeting on the 1^st cycle means student activity observation in origin group in the 3^rd week when Cycle I and Cycle II was conducted.

The result of observation on student learning activity of Origin groupduring cycle I and cycle II in Table 3 shown in the form of bar chart in Figure 1 below.

Note for table 4:

Meeting to.... its meaning face to face in the week.....

Ex:

1^st meeting on the 1^st cycle means student activity observation in expert group in in the 1^st week when Cycle I and Cycle II was conducted.

2^nd meeting on the 1^st cycle means student activity observation in expert group in in the 2^nd week when Cycle I and Cycle II was conducted.

3^rd meeting on the 1^st cycle means student activity observation in expert group in in the 3^rd week when Cycle I and Cycle II was conducted.

The result of observation on student learning activity of expert groupduring cycle I and cycle II in Table 4 shown in the form of bar chart in Figure 2 below.

Based on table 3 and table 4, it can be seen that there is an improvement in student activity in the group of origin and group of experts during cycle I and cycle II in the lecturing process.

While the student learning outcomes in the cycle I and cycle II can be seen in table 7, which shows an increase in mean values between the cycle I and cycle II.

DISCUSSION

1. Learning Activity

From the data in Table 3, the bar chart in Figure 1 can be explained as follows: Active student activity (working together) in group discussions has improved from the cycle I to cycle II. This increase of students activeness due to the increase of students’ interest in learning, since they consider some different from previous learning. In this lecturing process, lectures emphasize that the success of a student depends on other friends, it is very important to grow the spirit of course in learning (35,36). The students’ braveness to try to present the material has increased from the cycle I to cycle II. From the observation results, the increase was caused by lecturers are always trying to encourage the students to try to present the material in front of the class (34). The attention that students give to the friend who is presenting the material has also increased from the cycle I to cycle II. This increase of students’ attention due to the increase of students’ interest in learning. At the moment their friend presented the expert material in front of the class, they feel a new atmosphere and they were encouraged in conducting discussions among fellow friends (37). Students’ activity to help friends who are facing learning difficulties come through a significant increase from the cycle I to cycle II. This increase is caused by some students feel satisfied when successfully helping a friend who has difficulty in learning (38). Students’ braveness to ask questions, improve significantly from the cycle I to cycle II. This increase is caused by students feel more no burden to ask with friends and lecturers during discussion which was held in the Jigsaw cooperative learning model (39,40). Students’ braveness to answer either lecturer’s or their friends’ questions increase from the cycle I to cycle II. This increase due to the discussion make students have a better understanding of the material (41). The distraction which happened during the lecturing process also decline until the end of cycle II. When lecturing process, lecturers always try to pay attention to the students who sit behind the class. Special attention while giving an understanding is given to students who are accustomed to making a commotion during the lecturing process. During the discussions, lecturers go around the whole class occasionally, so that this will reduce the opportunity for students to distract their friends during the discussion.

From the data in Table 4, the bar chart in Figure 2 can be explained as follows: During cycle I to cycle II, it can be shown that students have a better appreciation / can more accept the opinions of friends during the discussions. Students’ interaction with their expert group friends improve from the cycle I to cycle II. From the results of observations during the learning process, this increased interaction occurred because lecturers always try to dig up students’ braveness to try to present the material in front of the class. During cycle I to cycle II, it can be shown that students more give opportunity to their friend to give an opinion. It was happening because lecturers always try to motivate students to express their opinion during the discussion. The lecturers give the students understanding that anyone can have different opinions. As a result, different opinions will create an idea of the problem. Students' braveness to express opinions in the group improve into a significant increase from the cycle I to cycle II (41,42).

Changes in the form of increase or decrease for each expert group’s meeting are shown in the bar chart in Figure 4 below.

Changes in the form of increase or decrease for each origin group’s meeting are shown in the bar chart in Figure 5 below.

The indicator of student who does not answer their friend’s question decreased until the end of cycle II. It was triggered because lecturers always try to motivate students to always ask about the material which has not been understood even though it has been explained. The lecturer will not consider the student who asks as a stupid student. Contrastly, lecturers will give praise to students who have the braveness to ask. Lecturers will be happy if there are students who brave to ask. The indicator of students is self-indulgent and self-learning has decreased significantly from the cycle I to cycle II. The students argue that have a discussion with college friend give them satisfaction in the learning process when it can help friends who have difficulty in learning. Students' activities dare to ask friends to increase from the cycle I to cycle II (43). The researcher, as the implementing teacher and observer, agreed to stop the research action until this cycle II. This is because all the success indicators which have been set for each activity indicator have been met.  

2. Student Learning Results

From Table 5 shows that there is an increase in the average learning outcomes score from the cycle I to cycle II. This increase is certainly due to some improvements, as an implementation of the reflections made into cycle I and cycle II, in a learning process which was made by the lecturer. Finally, the researcher and observer agree to fulfill the research implementation until cycle II. From this improvement, it can be concluded that Problem Solving at Pharmaceutical Mathematics Lecture with Jigsaw Cooperative Model Learning at Pharmacy Academy of DWI Farma can Increase activity and result of student learning in every cycle (35, 44).

Changes in the form of increase or decrease for each activity indicator in expert group are shown in the bar chart in Figure 6 below

he jigsaw cooperative learning model is designed to enhance students' responsibility, whether in materials or tasks which become their part or not. Students not only learn the material provided, but they must also be ready to give and teach the material to other group members (28,45). Thus, it can arise interdependent attitudes and behavior and provide opportunities for students to help each other in the learning process. This condition can encourage students to study together and be responsible to achieve common goals. Studying together opens opportunities for students to practice courage to discuss and have responsibility in lecturing process. Students are expected to discuss to equate the knowledge they possess and overcome the knowledge gaps between each other. The presence of heterogeneous group discussions enables students’ differences to be overcome because students are helping each other, amongst clever students with less-clever students (46).

CONCLUSION

Research on cooperative learning process with Jigsaw type found the following things:

1. Students are able to implement cooperative skills well. The Jigsaw type cooperative learning model is implemented in accordance with the steps in the Jigsaw type cooperative implementation, i.e. the formation of the originating group, the presentation of the material by the teacher, the presentation of the task by the teacher, the formation of expert groups, expert group discussions, the origin group discussion, the tests / quiz, group award.
2. Student acceptance of Jigsaw type cooperative learning model is very good, it can be seen that every student is pleased, enthusiastic, and can work together well. Students are more active, sharing each other ideas. Because the learning atmosphere is more conducive, new and appreciation given to the group, each group are competent to achieve good achievement. The presence of students in every learning is also always complete.
3. Jigsaw type cooperative learning accentuates group collaboration to study or comprehend a different material. Learning with cooperative Jigsaw type make the students have the freedom to ask a group of friends because generally students are reluctant to ask the teacher as a mentor if he encounters difficulties in understanding a problem.
4. The research shows that increase in Activity and Learning Outcomes in Pharmacy Mathematics with Jigsaw cooperative learning model at Pharmacy Academy of DWI Farma can increase student learning activity in every cycle. Students become more active, creative, confident, enthusiastic, and happy to work together in a group. The average value of student learning outcomes in the cycle I = 70, 73, and there's increasing in cycle II to 75, 07.

ACKNOWLEDGEMENT

The publication of this scientific article can not be separated from the support and assistance obtained from various parties. Therefore, the authors would like to express the gratitude and say thank you for the great cooperation from colleagues of DWI Farma Pharmacy lecturers. The authors also thank to the entire Civitas of DWI Farma Pharmaceutical Academy who has helped by this research can be implemented and also to the Future Reviewer of Medical Education Journal (FMEJ).