Abstract
The purpose of this study is to improve student learning in geography subjects at class X of MA Muhammadiyah Gantung Belitung Timur in academic year 2018/2019 using the Jigsaw strategy. The subject of the study was class X, amounting to 22 students. This research is a quasi-experimental research with pretest-posttest design. This study uses a control and experimental group. The conclusion of this research is the implementation of Jigsaw strategy can improve the effectiveness of students in learning geography in class X of MA Muhammadiyah Gantung Belitung Timur. This is consistent with the results of the N-Gain Test in the experimental group which has an average of 31.97 and the control group has an average of 12.52 therefore, the experimental group has a medium value and the control group shows a low value. N-Gain test data showed that the experimental group learning was more effective than the control group. Learning outcomes between the experimental group and the control group showed a difference, the control group had an average pre-test value of 60 and an average post-test of 65. The experimental group had an average score of 61.82 and the post-test -test 74.09. The experimental group had higher pre-test and post-test scores compared to the control group, therefore Ha was accepted while Ho was rejected, this shows that the use of jigsaw learning strategies in the experimental group was effective in increasing students' knowledge and understanding of earth material as the space of life.
Highlights
Increased understanding of a material have an obstacles, one of which is related to the learning methods used by teachers
N-Gain test data showed that the experimental group learning was more effective than the control group
According to the problems that discuss above, this study aims to find out the influence of jigsaw strategy on earth as life space material for students of class X MA Muhammadiyah Gantung in the academic year 2018/2019
Summary
Increased understanding of a material have an obstacles, one of which is related to the learning methods used by teachers. Learning methods can improve learning outcomes in all beginning ability categories (Irawan, 2016; Widodo, 2015). Zaduqisti (2014) states that the learning model is able to make students active in learning, so learning becomes more valuable, meaningful and can improve the learning competencies of students. Successful education can be seen through student learning outcomes, which are generally indicated through grades. The quality and success of student learning are strongly influenced by the ability and accuracy of teachers in choosing and using the teaching methods. Teacher learning model begins to be abandoned by changing to be more modern because the teacher learning
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