Jigsaw Cooperative Model Research Articles

Cooperative learning model jigsaw and interest type in improving learning outcomes of SMA negeri 1 sutera Kabupaten Pesisir Selatan

Effect of Cooperative Model of Jigsaw Type Learning and Student Interest in improving learning outcomes in SMA Negeri 1 Sutera. The research method used in writing this essay in accordance with the type of research is quasi experimental research (quasi experimental), where the research variables can not be fully controlled. This research has a control group. The research design used to measure learning method and student's interest toward the result of dissemination of culture and religion. This research is parenting at level (2x2), with state of student interest level. The results of the study revealed (1) the learning outcomes of students who were taught by the Jigsaw cooperative model approach were better than the conventional approach, (2) the students' learning outcomes had high interests taught by the Jigsaw type cooperative model better than the conventional approach, (3) learning of students with low interests taught by Jigsaw type cooperative models is better than conventional models.

Improving Pedagogical Competences of Prospective Science Teachers to Develop Learning Materials through Jigsaw Cooperative Model

The problems faced by prospective science teachers are low competence to develop learning materials based on scientific approach. The research aims to improve the pedagogical competences of prospective science teachers to develop science learning materials that includes Lesson Plan and Student Worksheet. The research method used is the classroom action research which conducted in two cycles. The subjects of this study are the students of the sixth semester who enroll of Microteaching course in the academic year 2016/2017. The subjects are 58 students. Implementation of this research was carried out using Jigsaw cooperative type, where each group member is responsible for presenting the subject matter related to the development of learning materials based on scientific approach. The instruments used were: 1) Instrument of assessment of Lesson Plan and 2) Instrument of assessment of student worksheet. Data analysis technique used was descriptive statistical analysis. The results show that the science teacher competence to develop the learning material has increased from cycle I to cycle II. The results show that 89.63 % of prospective science teachers have a good competence to develop lesson plan and 89.05 % based scientific approach to develop Student Worksheet based on 2013 curriculum. This finding shows that jigsaw is able to increase the ability or the competency to produce learning tools based scientific approach.

PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA DENGAN KOMBINASI MODEL PEMBELAJARAN KOOPERATIF JIGSAW DAN NUMBERED HEAD TOGETHER (NHT) PADA MATERI SISTEM EKSKRESI MANUSIA KELAS XI IPA 2 SMA NEGERI 5 MEDAN

This study aims to improve the activity and results of Student Learning with the Combination Model Cooperative Jigsaw and Numbered Head Together (NHT) on Human Excretion system Material Class XI IPA 2 SMA Negeri 5 Terrain Learning Year 2015/2016. This type of research is action research (PTK) done in two cycles of study. The subjects were students of class XI IPA 2 totaling 40 people. At each cycle is held test learning outcomes in the form of multiple choice questions numbered 30. The results of this study showed that the average value of the pre-test students at the beginning of the learning process is 35.71, with classical learning completeness 0% (no value students who achieve KKM 70). The results of post-test student learning, indicating an increase, of student learning outcomes in the first cycle to the second cycle. The average post-test learning outcomes of students in the first cycle was 64.19, there are 22 students who completed reached KKM and value of classical completeness 55% (not yet complete because it has not reached the classical completeness criteria of ≥ 85%). The average results of students in the second cycle is 74.20, there are 34 students who completed reached KKM and value of classical completeness 85% (complete, since it has already reached the criteria of classical completeness of ≥ 85%). An increase in biology student learning outcomes by 30%. As a percentage of the activity of students in the first cycle and the second cycle, indicating an increase. In the first cycle of students' level of activity of 60% increased to 87.5% in the second cycle. An increase in biology student learning outcomes by 27.5%. Thus we concluded that the combination of Cooperative Model Jigsaw and Numbered Head Together (NHT) can improve biological activity and learning outcomes of students in class XI IPA 2 SMA Negeri 2 Medan in the academic year 2015/2016.Keywords: Learning Outcomes, Student Activities, Model Jigsaw, Numbered Head Together (NHT), cycle, Human Excretion system.

Penerapan Pendekatan Saintifik Melalui Model Pembelajaran Kooperatif Tipe Jigsaw Di Kelas X SMA Negeri 9 Palu Pada Materi Stoikiometri

This study aims to determine the influence of implementation a scientific approach through cooperative-jigsaw learning model on Stoichiometry to the learning achievement of students in class X at SMAN 9 Palu. The method was a quasi experiment with pretest-posttest control group design. The population was students of class X SMA Negeri 9 Palu, where the sample was class XB as the experimental group (n = 29) and class XA as the control group (n = 27), determined by purposive sampling technique. Data were analyzed using nonparametric statistical Mann-Whitney U-Test analysis. The results showed output “Rank” for the mean value of the experimental class was greater than the control class, 33.14 ˃ 23.52. The output of “Test Statistics”, Sig. 2-Tailed (0,026) ˂ 0.05 and Zcount(-2.23) ˂ Ztable (-1.96), as well as each classical completeness and absorption for experimental class were 79% and 83%, while for the control class were 59% and 75%. This study concluded that scientific approach through cooperative-jigsaw model on Stoichiometry influenced positively to the learning achievement of students in class X at SMA Negeri 9 Palu.

PENINGKATAN KOMPETENSI GURU SDN TUNJUNGSEKAR 5 KOTA MALANG DALAM PENYUSUNAN RPP BERBASIS TEMATIK TERPADU MELALUI MODEL DOUBLE EXPERT GROUP JIGSAW

This research aims to enhance the teachers’ competency on Tunjungsekar 5 Elementary School Malang in arranging integrated thematic based lesson plan with Double Expert Groups Jigsaw model. This is a School Action Research consisting 2 cycles. Each of the cycle consists of four stages, planning, implementing, observing, and reflection.The subjects of this research 12 teachers, 9 female teachers and the rest are male teachers, of Tunjungsekar 5 Elementary School Malang year 2016/2017. The data regarding Tunjungsekar 5 Elementary School Malang teachers’ competence in arranging integrated thematic based lesson plan and the implementation of Double Expert Groups Jigsaw model are submitted in observation sheet and questionnaire. The collected data then analyzed with descriptive qualitative analysis technique.The research result of the implementation of Double Expert Groups Jigsaw model shows a significant increase, 52% on the cycle I into 90% on the cycle II. The significant increase also occurred in the Tunjungsekar 5 Elementary School teachers’ competence in arranging integrated thematic based lesson plan from 63% on the cycle I and 82% on the cycle II. Based on the result above, it can be concluded that Tunjungsekar 5 Elementary School Malang teachers’ competence in arranging integrated thematic based lesson plan increases with the help of the effectiveness of Doble Expert Groups jigsaw model implemented by the teachers. Keywords: Double Expert Groups Jigsaw cooperative model, Teachers’ Competence, Integrated Thematic based Lesson Plan

PEMANFAATAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN PEMAHAMAN MAHASISWA S1 PGSD UNIROW TENTANG MODEL-MODEL PEMBELAJARAN TERPADU PADA MATA KULIAH PEMBELAJARAN TEMATIS

The purpose of this research to improve understanding of learning for fourth students at Unirow primary teacher education in 2015/2016 academic year abaut integrated learning models of Thematic subject learning use Jigsaw cooperative models. The methode of research is classroom action research. The results of this research show that using jigsaw cooperative models on integrated learning models can improve understanding of learning to PGSD Unirow fourth students at Unirow primary teacher education in 2015/2016 academic year in Thematic Learning. This is reflected in some indicators 1) Student activity during use jigsaw cooperative models achieve success with success percentage 66.11% in the first cycle and 90.93% in the second cycle; 2) the activity of lecturers during the use jigsaw cooperative models achieve success with success percentage 68.45% in the first cycle and 95.24% in the second cycle; 3) classical completeness achieve success with success percentage 75% in the first cycle to 86.11% in the second cycle. It can be concluded that the jigsaw cooperative model can improve understanding of learning student for fourth students at Unirow primary teacher education in 2015/2016 academic year abaut integrated learning models of Thematic subject learning.Jigsaw cooperative models

Model Kooperatif Jigsaw untuk Meningkatkan Aktivitas Belajar Siswa pada Materi Pencemaran dan Kerusakan Lingkungan

The purposes of this research was to know students’ learning activity at class VII MTsN Kuta Baro, Aceh Besar in the concept of environmental pollution and destruction by using cooperative jigsaw model. This is a quasi-experimental research with pretest – post test control group design. It has been conducted at MTsN Kuta Baro, Aceh Besar district at class VII-4 by using cooperative jigsaw model and class VII-3 by using conventional learning. The data were collected by using observation sheet and then analyzed by using average and percentage techniques. The results showed that the percentage of students’ learning activity in the experimental class in forming the group was 98%, learning material in group was 93% dan discussing was 89%. Meanwhile, in control class, the activity in forming the group was 88%, learning material in group was 85% and discussing was 83%. It can be concluded that students’ leaning activity in the concept of environmental pollution and destruction by using cooperative jigsaw model (average was 85.81) was higher than conventional learning activity (average was 78.16).

PENGARUH METODE KOOPERATIF JIGSAW TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPS PADA SISWA KELAS III

<p>This study aims to determine the effect of the use of cooperative learning of jigsaw method in social studies on student achievement of class III SD Pakualaman Bantul and SD Gandok Islamiyah in 2014/2015 school year. This research design uses quantitative research methods. Collecting data in this study uses the test method. The used test methods in this research are the pre-test and post-test given to the experimental group and the control group. While the data analysis is a statistical method t test (t-test).</p><p> The results of data analysis t test (t-test) obtained value = 3.34. At the significance level (α) = 0.05 and with db = 38 obtained value = 1.6859. So that is 3.34 ≥ 1.6859, therefore Ho is rejected H<sub>1</sub> accepted. The conclusion of this study is that there is an effect on the use of cooperative learning of jigsaw model in social studies on student achievement of class III SD Islamiyah Pakualaman at school year 2014/2015.</p><p> </p><p><strong>Keyword</strong>s: Cooperative Model Jigsaw Type, Learning Achievement</p>

Peningkatan Minat Belajar dan Hasil Belajar Siswa Melalui Model Inkuiri Terbimbing Dipadu Kooperatif Jigsaw Kelas X IS-3 SMA Batik 1 Surakarta Tahun Pelajaran 2013/2014

<p>This study aims to improve the student’s learning outcomes and learning interest in biology class X IS-3 SMA Batik 1 Surakarta with guided inquiry combined with cooperative jigsaw model. This research is Classroom Action Research with 3 cycles of action. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects were students of class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014. The data was obtained through test technique with multiple choice and non-test technique with observation, interview, and documentation. Data result of observations, interviews, and documentation was analyzed by descriptive qualitative analysis techniques while data validation using triangulation technique. The result of the research showed that the implementation of the class action through the use of guided inquiry combined with cooperative jigsaw model can improve learning interest and learning outcomes of students in learning biology. It is based on the results of written tests, observation, and interviews. The average percentage students’ attainment in each indicator of student interest learning in pre-cycle was 45.83%, then increased to 74,16% in first cycle (worked up 28.33%), then increased to 88.11% in second cycle (worked up 13.95%). The average percentage students’ attainment in students' knowledge aspects in pre-cycle was 50%, then increased to 62.50% in first cycle (worked up 12.50%), then increased to 92.50 % in second cycle (worked up 30%). The average percentage students’ attainment in each indicator of students’ skills in pre-cycle was 36.87%, then increased to 61.25% in first cycle (worked up 24.38%), then increased to 80.83 % in second cycle (worked up 19.58%). The average percentage students’ attainment in each indicator of students’ learning attitude in pre-cycle was 48.25%, then increased to 62.25% in first cycle (worked up 14.25%), then increased to 77.25% in second cycle (worked up 15%). The results of student and teacher interviews indicated that the use of guided inquiry combined with cooperative jigsaw model provide flexibility for students to find their own concept with fun learning. Based on the result above, it can be concluded that the use of guided inquiry combined with cooperative jigsaw model can improve students’ learning interest and learning outcomes in class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014 to study biology.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: guided inquiry, cooperative jigsaw, learning interest, learning outcomes</p>

Perbedaan Keefektifan Model Pembelajaran Kooperatif Jigsaw Dan Teams Games Tournament Terhadap Prestasi Belajar IPS Di Sekolah Dasar Mbs Kabupaten Bantul YOGYAKARTA

This study is aimed to understand whether there are differences of student's study achievement between the USAge of jigsaw cooperative study model with the USAge of team games tournament (TGT) study model, also to understand which one is more effective between both of two in the progress of student's study achievement development. This research is quasi experiment. Free variable in the research is jigsaw cooperative study model and teams games tournament and as the bond variable is student's study achievement. The population in the research are all of grade IV students of MBS Elementary School of Bantul Regency Year of Study 2010/2011, sample that used are grade IV students of Kembang Putihan Elementary School, Guwosari Elementary School and Sungapan Elementary School. In the research, there is 2 experiment class namely Jigsaw class which is treated with cooperative study of jigsaw and team games tournament (TGT) class which is treated with cooperative study of team games tournament (TGT). Method that used in the data obtaining are documentation, test, and observation, whereas data analysis uses t-test. The result of the research shows that cooperative jigsaw study model is more effective compared with the cooperative team games tournament (TGT) study model. It is shown with calculated t as much as 2,196 larger than t-table = 1,99 for a = 5%, it means there is study achievement's differences between cooperative jigsaw study model with cooperative team games tournament (TGT) study at grade IV students of year of study 2010/2011. in the other side, based on the study achievement score of the students, it is shown that cooperative jigsaw study model have ability to give better student's study achievement score with average score 80,82 higher than the USAge of cooperative team games tournament (TGT) study model that is 75,05