PERBANGDINGAN HASIL BELAJAR MATEMATIKA SISWA SEBELUM DAN SESUDAH MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II
Abstract
Basically the learning process greatly affects student learning outcomes, thus an educator needs to make new breakthroughs in the learning process so as to produce high-achieving outputs. The purpose of this study is to determine whether there are differences in student learning outcomes before and after using the Jigsaw II type cooperative learning model in MTs. Darul Falah Batu Jangkih Academic Year 2019/2020. The research approach is quantitative with the type of experimental research. The sample in this study were all students of class VII Madrasah Tsanawiyah (MTs) Darul Falah Batu Jangkih Odd semester 2019/2020 academic year totaling 28 people. From the results of data analysis performed with the same one-way cell variance analysis the value of Fcount = 5,524 is greater than Ftable = 1,880, so it can be concluded that there are significant differences between student learning outcomes before and after using the Jigsaw II type cooperative learning model in Madrasah Tsanawiyan Darul Falah Batu Jangkih. Because the difference is significant, a simple effect test is then performed between student learning outcomes before and after using the Jigsaw II type cooperative learning model to find out which learning outcomes are better. From these tests, the calculated F value showed a significant difference, namely Fcalculate = 2.3671, greater than Ftable = 1.880. So it can be concluded that student learning outcomes using the Jigsaw II type cooperative learning model are better than before using the Jigsaw II type cooperative learning model in MTs. Darul Falah Batu Jangkih Academic Year 2019/2020.References
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A. Ahmad and A. Sehabuddin, “Komparasi Prestasi Belajar Matematika Siswa Berdasarkan Gender,†JTAM | J. Teor. dan Apl. Mat., vol. 1, no. 1, p. 15, 2017.
Ahmad, D. Etmy, and G. Primajati, “Upaya Mengatasi Problema Pembelajaran Matematika Siswa pada Materi Teorema Phythagoras melalui Bimbingan Belajar Kelas VIII di MTs . Nurul Yaqin Kelanjur,†vol. 2, no. 1, pp. 60–70, 2019.
Miftahul, Model-model Pengajaran dan Pembelajaran. .
Oemar Hamalik, Proses Belajar Mengajar. Jakarta: Bumi Aksara, 2001.
Muhibbin Syah, Psikologi Pendidikan. Bandung: Remaja Rosdakarya, 2005.
Rusman, Model-model Pembelajaran. Jakarta: PT Raja Grafindo Persada, 2012.
Isjoni, Cooperative Learning Mengembangkan Kemampuan Belajar Kelompok. Jakarta: Alfabeta, 2007.
G. Vargas-Vargas, M., Mondejar-Jimenez, J., Meseguer, M.L.S., Alfaro-Navarro, J.L., and Fernandez-Aviles, “‘Cooperative Learning In Virtual Environments: The Jigsaw Method In Statistical Courses,’†J. Int. Educ. Res. – Spec. Ed., vol. 7, no. 5, pp. 1–5, 2011.
K. 2012. Okur, N. A. and Doymus, ““The Effects of Group Investigation and Cooperative Learning Techniques Applied in Teaching Force and Motion Subjects on Students’ Academic Achievementsâ€,†J. Educ. Sci. Res., vol. 2, no. 1, pp. 109–123, 2012.
R. Van Dat Tran and Lewis, ““The Effects of Jigsaw Learning on Students’ Attitudes in a Vietnamese Higher Education Classroomâ€,†Int. J. High. Educ., vol. 1, no. 2, pp. 9–20, 2012.
Y. Sengul, S. and Katranci, “‘Teaching the Subject ‚Sets‛ with the “Dissociation and Re-Association†(Jigsaw),’†Int. Online J. Educ. Sci., vol. 4, no. 1, pp. 1–18, 2012.
R. . Slavin, Cooperative Learning Teori, Riset dan Praktik. Bandung: Nusa Media, 2005.
Budiyono, Statistika Untuk Penelitian Edisi Ke-3. Surakarta: UNS Press, 2013.
Published
2019-12-31
Section
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