Peningkatan Hasil Belajar Matematika Materi Pengumpulan Data Melalui Model Pembelajaran Kooperatif Tipe Jigsaw Di Kelas v Sd Negeri 1 Sidareja

Setiyono, Setiyono; Muslim, Arifin; Irianto, Sony

doi:10.23969/jp.v5i1.2514

Cited by 3 publications

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“…Berdasarkan hasil penelitian Yunus (2020), pembelajaran Jigsaw dapat meningkatkan hasil belajar siswa pada pelajaran matematika. Selain itu, hasil penelitian Setiyono, Muslim, & Irianto (2020), juga menunjukkan bahwa pembelajaran jigsaw dapat meningkatkan hasil belajar matematika siswa. Uraian di atas menunjukkan pentingnya menerapkan model pembelajaran yang tepat untuk pembelajaran matematika di SD.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Kooperatif Metode Jigsaw Pada Materi Bilangan Bulat Negatif Pada Siswa Kelas Vi Sd Negeri 085/Iv Kota Jambi

HERIANTO

2022

J.t

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This study aims to increase motivation and learning outcomes of elementary school students at SD Negeri 85/IV Jambi City through the Jigsaw method of cooperative learning. The research design used is classroom action research. The research design setting was carried out in Class VI (six) State Elementary School 85 Jambi City in the Mathematics subject with negative integers. The subjects of the study were sixth grade teachers and sixth grade students at SDN 85 Jambi City in the 2021/2022 academic year with a total of 30 students. Data collection techniques using observation and documentation. The data analysis technique used qualitative analysis techniques and descriptive analysis. The instrument used to collect research data consisted of tests and observation sheets. Research data were analyzed descriptively by using percentages to see the trends that occur in learning activities. The research procedure was carried out cyclically. Each cycle consists of planning activities, implementing actions, observing, and reflecting activities. Based on the class actions in the first, second and third rounds, it was shown that the Jigsaw method in learning could increase student activity and learning outcomes on negative integers in 6th grade students of State Elementary School 85 Jambi City. The results of observations and tests on the learning process carried out obtained information that students' readiness to receive lessons, activeness and learning outcomes that the Reflection of Cycle I observations in the field of students showed interest in learning Students' readiness to receive lessons was 65%; active students as much as 65% and the average learning outcomes of 70.3. The action performed by the method is still used. In reflection II, the students' observations in the field showed interest in learning. Students' readiness to receive lessons was 80%; active students as much as 90% and the average learning outcomes of 72.3. The action performed by the method is still used. In Reflection III, observations in the field showed students' interest in learning. Students' readiness to receive lessons was 100%; active students as much as 100% and the average learning outcomes of 80. The actions taken by the method are still used. ABSTRAKPenelitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa Sekolah Dasar SD Negeri 85/IV Kota Jambi melalui model pembelajaran Kooperatif metode Jigsaw. Desain penelitian yang digunakan adalah penelitian tindakan kelas. Setting desain penelitian dilaksanakan di Kelas VI (enam) Sekolah Dasar Negeri 85 Kota Jambi pada mata pelajaran Matematika materi bilangan bulat negatif. Subyek penelitian adalah guru kelas VI dan siswa kelas VI SDN 85 Kota Jambi Tahun Pelajaran 2021/2022 dengan jumlah siswa sebanyak 30 orang. Teknik pengumpulan data menggunakan observasi dan dokumentasi. Teknik analisis data menggunakan teknik analisis kualitatif dan analisis deskriptif. Instrumen yang digunakan untuk mengumpulkan data penelitian terdiri dari tes dan lembar observasi. Data penelitian dianalisis secara deskriptif dengan menggunakan persentase untuk melihat kecenderungan yang terjadi dalam kegiatan pembelajaran. Prosedur penelitian dilakukan secara bersiklus. Pada setiap siklusnya terdiri dari kegiatan-kegiatan perencanaan, pelaksanaan tindakan, pengamatan, dan kegiatan refleksi. Berdasarkan tindakan kelas pada putaran kesatu, kedua dan ketiga menunjukkan bahwa metode Jigsaw dalam pembelajaran dapat meningkatkan keaktifan dan hasil belajar siswa pada materi bilangan bulat negatif pada siswa kelas 6 Sekolah Dasar Negeri 85 Kota Jambi. Hasil observasi dan tes pada proses pembelajaran yang dilakukan diperoleh informasi bahwa kesiapan siswa menerima pelajaran, keaktifan dan hasil belajar bahwa Refleksi Siklus I pengamatan di lapangan siswa menunjukkan minat belajar Kesiapan siswa menerima pelajaran sebanyak 65%; siswa aktif sebanyak 65 % dan hasil belajar rata-rata sebesar 70,3. Tindakan yang dilakukan metode tetap digunakan. Pada refleksi II pengamatan di lapangan siswa menunjukkan minat belajar Kesiapan siswa menerima pelajaran sebanyak 80 %; siswa aktif sebanyak 90 % dan hasil belajar rata-rata sebesar 72,3. Tindakan yang dilakukan metode tetap digunakan. Pada Refleksi III pengamatan di lapangan siswa menunjukkan minat belajar Kesiapan siswa menerima pelajaran sebanyak 100 %; siswa aktif sebanyak 100 % dan hasil belajar rata-rata sebesar 80. Tindakan yang dilakukan metode tetap digunakan.

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Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Kooperatif Metode Jigsaw Pada Materi Bilangan Bulat Negatif Pada Siswa Kelas Vi Sd Negeri 085/Iv Kota Jambi

HERIANTO

2022

J.t

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“…Berdasarkan hasil penelitian Yunus [3], pembelajaran Jigsaw dapat meningkatkan hasil belajar siswa pada pelajaran matematika. Selain itu, hasil penelitian Setiyono, Muslim, & Irianto [4] juga menunjukkan bahwa pembelajaran jigsaw dapat meningkatkan hasil belajar matematika siswa.…”

Section: Pendahuluanunclassified

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Matematika di Sekolah Dasar

Anitra

2021

J. Pend. Das. Ind.

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Pembelajaran matematika di sekolah dasar memerlukan model pembelajaran yang tepat agar hasil belajar siswa maksimal. Penulisan artikel ini menggunakan studi literatur atau <em>literature riview</em> dengan menganalisis beberapa kajian yang berkaitan dengan topik pembahasan, yaitu: pembelajaran kooperatif, model pembelajaran jigsaw, dan matematika. Pembelajaran kooperatif merupakan pembelajaran dalam suatu kelompok kecil yang heterogen untuk saling bekerja sama, saling menyumbang pikiran dalam mengkonstruk konsep dan memecahkan masalah dengan tanggung jawab dan tujuan bersama serta saling ketergantungan positif sekaligus berlatih berinteraksi, komunikasi, dan sosialisasi. Pembelajaran kooperatif tipe jigsaw terdapat kelompok asal yang heterogen dan kemudian dibentuk kelompok ahli untuk menjadikan siswa-siswa ahli suatu topik yang ditugaskan kemudian saling berbagi informasi kepada teman-teman yang membahas topik berbeda di dalam kelompok asalnya. Berdasarkan kajian terhadap hasil penelitian mengenai pembelajaran kooperatif tipe jigsaw, ditemukan bahwa pembelajaran kooperatif tipe jigsaw mempengaruhi hasil belajar dan prestasi belajar matematika siswa. Kemudian terungkap pula bahwa pembelajaran kooperatif tipe jigsaw dapat meningkatkan hasil belajar dan prestasi belajar matematika siswa.

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“…To overcome the obstacle of mastering prerequisite material about trigonometric concepts, it can be overcome by implementing jigsaw-type cooperative learning to improve students' understanding of the concept of trigonometric limit functions through classroom action research. This jigsaw learning model is one type of cooperative learning that involves students actively and trains them to work together in a group (Anitra, 2021;Setiyono et al, 2020). Each group member is required to understand and explore something, then combine it with other group members to gain a complete understanding.…”

Section: Introductionmentioning

confidence: 99%

“…In principle, in the jigsaw-type cooperative learning process, there is a heterogeneous origin group, and then an expert group is formed to make students experts on an assigned topic. Furthermore, sharing information with friends in groups who discuss different topics in their home group (Setiyono et al, 2020;Jonah, 2020) This learning model was chosen by researchers as a solution to overcome students' understanding of the limits of trigonometric functions in class XII IPA 1 SMAN 1 Dawarblandong. Research to overcome problems encountered in the classroom through jigsaw-type cooperative learning has been conducted by several researchers (Anitra, 2021;Kahar et al, 2020;Setiyono et al, 2020;Jonah, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, sharing information with friends in groups who discuss different topics in their home group (Setiyono et al, 2020;Jonah, 2020) This learning model was chosen by researchers as a solution to overcome students' understanding of the limits of trigonometric functions in class XII IPA 1 SMAN 1 Dawarblandong. Research to overcome problems encountered in the classroom through jigsaw-type cooperative learning has been conducted by several researchers (Anitra, 2021;Kahar et al, 2020;Setiyono et al, 2020;Jonah, 2020). The research shows that the implementation of jigsaw-type cooperative Meanwhile, from the observation sheet of teacher activities, the results of teacher activities in planning are obtained at 70% (good), while in implementation 71% (good) is obtained, which means that the planned learning process and the implementation are carried out according to the procedure.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Improved Understanding of Limit Trigonometric Functions Through Implementation Jigsaw Learning

Sumianto

2023

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This is a classroom action research is to achieve student success in learning mathematics, especially how to complete Trigonometry Function Limits by applying the Jigsaw learning model. The subjects in this study were students of class XII IPA 1 SMAN 1 Dawarblandong Mojokerto Regency in the 2022/2023 school year with a total of 36 students. The instruments in this study used syllabus, lesson plans, worksheets, observation sheets, and evaluation question sheets. The data analysis method uses 2 cycles with each cycle consisting of 5 stages namely preparation (planning), implementation (action), observation (observation), evaluation (evaluation), and reflection (reflection). The results showed that the jigsaw cooperative learning model had a positive impact on improving student achievement which was marked by an increase in student mastery in each cycle, namely cycle I 63.88% and cycle II 94.44%. The application of the Jigsaw cooperative learning method has a positive effect, namely increasing student learning motivation as indicated by the results of the second cycle test which are better than the first cycle test results and the results of observations of teachers and students.

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Peningkatan Hasil Belajar Matematika Materi Pengumpulan Data Melalui Model Pembelajaran Kooperatif Tipe Jigsaw Di Kelas v Sd Negeri 1 Sidareja

Cited by 3 publications

References 0 publications

Penerapan Model Pembelajaran Kooperatif Metode Jigsaw Pada Materi Bilangan Bulat Negatif Pada Siswa Kelas Vi Sd Negeri 085/Iv Kota Jambi

Penerapan Model Pembelajaran Kooperatif Metode Jigsaw Pada Materi Bilangan Bulat Negatif Pada Siswa Kelas Vi Sd Negeri 085/Iv Kota Jambi

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Matematika di Sekolah Dasar

Students’ Improved Understanding of Limit Trigonometric Functions Through Implementation Jigsaw Learning

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