PENGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN SIKAP SISWA TERHADAP HASIL BELAJAR MATEMATIKA DI KELAS XI IPS MAN CIHIDEUNG PANDEGLANG
| Main Author: | HERNAWATI, ERNA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
https://eprints.untirta.ac.id/11189/1/PENGARUH%20PENGGUNAAN%20MODEL%20PEMBELAJARAN%20KOOPERATIF%20TIPE%20JIGSAW%20DAN%20SIKAP%20SISWA.PDF https://eprints.untirta.ac.id/11189/ |
Daftar Isi:
- This study aims to determine the effect of jigsaw cooperative learning and students' attitudes toward student learning outcomes in mathematics in class XI IPS MAN Cihideung Pandeglang. This study used an experimental method, with a 2 x 2 factorial design housed in MAN Cihideung Pandeglang in August sd November 2015. The sample was 64 students into two groups: the control group and the experimental group. Each sample groups totaling 32 students. Analysis of data using Anova two lanes and a further test by Tukey's test with a significance level of 0.05. The results showed (1) the results of learning mathematics students using cooperative learning model jigsaw higher than students who studied with conventional learning models. (2) The results of the students' learning with positive learning attitude is greater than the negative learning attitude. (3) There is an interaction between the use of cooperative learning model jigsaw and attitude of student learning. (4) There are differences between the mean result of learning with jigsaw cooperative learning on students who have a positive attitude is greater than angf students have negative attitudes. (5) There are differences between the mean result of learning using jigsaw cooperative learning on students who have studied negative attitude with conventional learning in students by having a negative attitude. (6) There are differences in learning outcomes between the jigsaw cooperative learning with students with a positive learning attitude and jigsaw cooperative learning on students who have studied negative attitude. (7) There is no difference between the learning of student learning outcomes with conventional learning models to students who have a negative attitude of learning and conventional learning at students who have studied negative attitude.