PENGARUH PEMBELAJARAN FISIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS- ACHIEVEMENT DIVISIONS (STAD) DAN JIGSAW II DITINJAU DARI INTERAKSI SOSIAL SISWA TERHADAP KEMAMPUAN KOGNITIF SISWA
| Main Author: | -, CHAFIDHOH |
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| Format: | Thesis NonPeerReviewed application/pdf |
| Terbitan: |
, 2011
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| Subjects: | |
| Online Access: |
http://eprints.uns.ac.id/5451/1/188161011201110521.pdf http://eprints.uns.ac.id/5451/ |
Daftar Isi:
- commit to user vii The purpose of this research is to find out whether there are : (1) the difference of the influence between cooperative learning model Student Teams- Achievement Divisions (STAD) type and jigsaw II type; (2) the difference of the influence of high and low category of students’ social interaction; (3) the interaction between the influence of Student Teams-Achievement Divisions (STAD) and jigsaw II, the type of cooperative learning, and students’ social interaction toward students’ cognitive ability; on the subject of Dynamic Electricity. The method used in this research is experiment 2 x 2 factorial design. The population of this research was first year students (X class) of Madrasah Aliyah Al-Mukmin Ngruki Sukoharjo at the 2009/2010 academic years. This research use cluster random sampling technique and found two classes, XC class which consists of 31 students with cooperative learning type STAD as experiment group and XD class which consists of 33 students with cooperative learning type jigsaw II as control group. The techniques of collecting data of this research were the documentation, testing, and questionnaire. The techniques of data analysis are use two way analysis of variation with different cell then proceed with Scheffe’s double comparison method. Based on this research, it can be concluded (1) there is difference of the influence between cooperative learning model of Student Teams-Achievement Divisions (STAD) type and jigsaw II type toward students’ cognitive ability ({ (FA = 4,315) > (F0.05;1,60 = 4.00)}, and from Scheffe’s method was obtained that the difference is not significant {( FA =3.693) < ( F table = 4.00)}, (2) there is difference of influence between the high and low category of students’ social interaction toward students’ cognitive ability {( FB = 4,624) > (F0.05;1,60 = 4.00)}, and from Scheffe’s method is obtained that the difference is significant {(FB =4.233) > (F table = 4.00)}, (3) there is no interaction between influence of using cooperative learning type Student Teams-Achievement Divisions (STAD) and jigsaw II and students’ social interaction toward students’ cognitive ability {( FAB = 0,699) < (F0.05;1,60 = 4.00)}. The implication of this research is Student Teams-Achievement Divisions (STAD) and jigsaw II, type of cooperative learning models, can be applied at physics learning. Both type of this learning are much the same in quality, if used in learning physics at topics Dynamic Electricity in Senior High School. The other implication of this research is student with high social interaction has more significant influence to students’ cognitive ability than student with lower social interaction. Hence social interaction should be increased to get optimal students’ cognitive ability.