Cooperative Jigsaw Learning Research Articles

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA PEMBELAJARAN FISIKA KELAS X SMKN 2 PINRAN

This research is quasi-experimental research aimed at determining whether Jigsaw's collaborative learning has a positive effect on the learning outcomes of Grade X SMK Negeri 2 PINRANG (on straight motion material) students. The research design was "Pretest-Posttest Control Group Design". The variables in this study are the learning model and the learning outcomes. The independent variable in this study is cooperative jigsaw learning and direct learning, while the dependent variable is student learning outcomes. The population in this study were all grade X SMK NEGERI 2 PINRANG students. The sample in this study consisted of two classes, namely Class X APH1 as the experimental class and Class X APH2 as the control class with the sampling technique by random sampling. There are 12 students in class X APH1 and 12 students in class X APH2 in each class. The results of the analysis show that the mean of the experimental class is 75 and the control class is 42.5 with a standard deviation of 9.29 and 15, respectively. The results of the SPSS analysis using the t-test show that the value of t => is t table = 6.38> 1.717144. Therefore tcount> ttable means that H0 is rejected and H1 is accepted.

IMPROVING MATHEMATIC CONNECTION AND COMMUNICATION CAPABILITY AND SELF-CONCEPT OF VOCATIONAL SCHOOL STUDENTS THROUGH THE SAINTIFIC APPROACH TO THE SETTINGS OF JIGSAW COOPERATIVE LEARNING MODELS

This research was aimed at examining the improving mathematical connection and communication ability and self-concept of vocational students through cooperative learning of jigsaw so that they were able to be more motivated in learning mathematics, more understanding mathematics learning itself and to apply it in everyday life. This research method was a quasi-pretest-posttest experiment that applied a jigsaw cooperative learning model. This study involved two groups of students who studied about mathematical connection and communication skills and students' self-concepts. The instruments used were in the form of mathematical connection and communication skills, as well as student self-concept questionnaires. The research instruments were firstly tested for validity (logical and empirical), reliability, distinguishing features and the level of difficulty of the questions. The achievement of mathematical connections and communication skills and the self-concept of students who got learning with a scientific approach to the type of cooperative learning model jigsaw was better than students who only learned the scientific approach. In this study there was also an association between the ability of connections with mathematical communication of students in the high category. There was an association between the ability of connections with students' self-concepts in the high category. There was an association between mathematical communication skills and students' self-concepts in the high category.

PENINGKATAN KOMPETENSI ANALISIS DATA KUANTITATIF PADA MAHASISWA DENGAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW II

This study aimed to describe the use / application of Jigsaw II cooperative learning in enhancing the ability of quantitative data analysis courses students of educational research 5th semester, Indonesian Language and Literature Teaching, FKIP , Universitas Sarjanawiyata Tamansiswa Yogyakarta. Data action type of cooperative learning of Jigsaw II is collected by observation. Data on the student's ability quantitative analysis of the data collected by the testing techniques. Student response data on cooperative learning of Jigsaw II is collected by interview. The analyzed data is qualitative data is data from the learning process of planning, action, reflection to assign actions I. Based on the results of research and discussion since the first cycle to cycle dengan III can be concluded that cooperative learning of Jigsaw model II (1) improve the ability to apply the formula of quantitative analysis in the course of educational research. Increased ability proved that (a) the competence of the central tendency meenerapkan formula of 60%, 75% to 90%; (B) the competence to apply the formula of correlation analysis with a standard deviation of 72%, 84%, to 84%; (C) the competence to apply the formula of correlation analysis with a deviation of 40%, 66%, to 85%; (D) the competence to apply the formula of correlation analysis with the original data of 40%, 68%, to 88%; € competencies and comparative analysis with t test of 56%, 64% to 80%. (2) can improve the quality of learning characterized by increasingly effective student learning time with the group and the more effective in assessing the quality of the students themselves

PENERAPAN METODE JIGSAW UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR MATA PELAJARAN KELISTRIKAN OTOMOTIF SISWA KELAS XI PROGRAM TEKNIK KENDARAAN RINGAN SMK MUHAMMADIYAH MUNGKID TAHUN AJARAN 2015/2016

The objective of this research was to improve (1) the activity of automotive electrical subject and (2) the results of automotive electrical study subjects using cooperative learning of jigsaw. The tyep of this study was a classroom action research. The technique of collecting data using questionnaires, tests, and documentation. Data analysis techniques used descriptive qualitative and quantitative. The results showed that (1) the results showed that the activity of study subjects students can increase ignition. Based on the results of the activity of the pre-action consisting of five aspects of the activity obtained an average percentage of 44.3% active students with less category, the averagevalue of student activity on sisklus I is 67.1% with the good category, the average nilia liveliness the second cycle of 86% with a very good category, and the average value of the liveliness of the third cycle of 89% with a very good category. (2) Based on the initial values of students and the results ofevaluation tests conducted in cycle I, II, and III obtained results show an increase. Pratindakan based on test results obtained by 18 students (51.4%) who have not completed the study and 17 students (48.6%) were thoroughly studied by the average value of student ability 63.23. In the first cycle thereare 12 students (34.29%) who have not completed the study and 23 students (65.71%) were thoroughly studied with an average value of 69.67. In the second cycle there were 10 students (28.57%) who have not completed the study and 25 students (71.43%) were thoroughly studied with an average value of 73.42. Based on the test results at the end of the third cycle there are 29 students (82.86%) were thoroughly studied and 6 students (17.14%), which has not been thoroughly studied with an average value of 87.97. Berdasakarn these results, it can be concluded that the right jigsaw method used to improve the activity and student learning outcomes