| Summary: | Self-regulated learning is an ability to direct and regulate learning behavior that must be possessed by students in order to be an effective learner and produce a quality performance. Activities in jigsaw learning method can provide an opportunity for students to develop their self-regulated learning through classroom learning process. The hypothesis proposed in this study is the jigsaw learning method able to improve students� self-regulated learning. Jigsaw method was conducted in biology lesson for four weeks with two sessions a week. Participants in the study were 44 students in 10th grade which consists of 21 students as an experimental group and 23 students as a control group. This research used quasi-experimental methods with the untreated control group design with dependent pretest and posttest samples. Tools used in this study is learning implementation design (RPP), self-regulated learning scale, self-evaluation sheets, observation sheets, and evaluation sheets. The result of t-test analysis with gain score showed that there is significant differences in increasing of students� self-regulated learning between the experimental group and the control group after administration of the manipulation (t =- 3.463, p <0.01).
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