PENGARUH PENGGUNAAN MODEL JIGSAW TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
| Main Authors: | Jamaluddin, Rohmaniar, Jalmo, Tri, T Marpaung, Rini Rita |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Bioterdidik
, 2015
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| Online Access: |
http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/7871 http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/7871/4727 |
Daftar Isi:
- This research was aimed to find the effectiveness of Jigsaw learning model to students learning outcomes and activities.This research was conducted in SMPN 5 Bandar Lampung with research design was pretest- posttest non equivalent. The research sample were students in V11h andV11i class that were selected by purposive sampling method. The research data were quantitative obtained from the average value of test that were analyzed by using t-test and U-test and the qualitative data were obtained from the observation sheet of learning activities and questionnaire of students response that were analyzed descriptively.The results showed that the average of learning outcomes in experimental class was higher than N-gain average (eksperiment = 54,90 and control = 22,41). The average of students learning activities percentage in all class aspects in experiment class shown higher environment than control (class 73,61 and 60,14). The students gave positive responses to the using of Jigsaw learning model. Penelitian ini bertujuan mengetahui efektivitas model pembelajaran Jigsaw terhadap aktivitas dan hasil belajar siswa. Penelitian ini dilaksanakan di SMP N 5 Bandar Lampung dengan desain penelitian pretes-postes tak ekuivalen. Sampel penelitian siswa kelasV11h dan V11i dipilih menggunakan metode Purposive Sampling. Data penelitian berupa data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji-t dan uji-U dan data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar kelas eksperimen lebihtinggi dengan rata-rata N-gain (eksperimen=54,90; kontrol =22,41).Rata-rata persentase aktivitas siswa semua aspek kelas eksperimen juga menunjukkan peningkatan yang lebih tinggi (eksperimen = 73,61; kontrol = 60,14). Semua siswa memberikan tanggapan positif terhadap penggunaan model pembelajaran Jigsaw. Kata kunci : aktivitas belajar, hasil belajar, jigsaw, metode diskusi, pengelolaan lingkungan