Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw dan Konvesional terhadap Hasil Belajar Fisika

  • Ahmad Amin Program Studi Pendidikan Fisika, STKIP PGRI Lubuklinggau
  • Leo Charli Program Studi Pendidikan Fisika, STKIP PGRI Lubuklinggau
  • Wenda Nov Fita Program Studi Pendidikan Fisika, STKIP PGRI Lubuklinggau

Abstract

The research aims at finding out the correlation between Jigsaw method and conventional on students learning achievement at SMP Negeri 12 Lubuklinggau. It was a quantitative research with experiment method. The population was all of the eighth grade students of SMP Negeri 12 Lubuklinggau with 156 students. The samples were the two classes which were collected by simple random sampling technique. The data collection technique was conducted through tests in the form of essay with six items and the questionnaires of learning independence. The data analysis was conducted through t test. Based on the result of posttest. Both in experiment and control class with significance levelĀ  0,05, it was found out that t obtained = 1,93 and ttable = 1,658 because t obtained > t table. It can be concluded that physic learning achievement with Jigsaw method was higher than conventional method.

Keywords: Jigsaw, Learning Independence, Learning Outcomes

References

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Charli, L., Amin, A., & Agustina, D. (2018). Kesulitan Siswa dalam Menyelesaikan Soal Fisika pada Materi Suhu dan Kalor di Kelas X SMA Ar-Risalah Lubuklinggau Tahun Pelajaran 2016/2017. Journal of Education and Instruction (JOEAI), 1(1), 42-50. https://doi.org/https://doi.org/10.31539/joeai.v1i1.239

Rusman. (2011). Model-model Pembelajaran, Mengembangkan Profesionalisme Guru. Jakarta: Raja Grafindo Persada.

Slameto. (2008). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
Published
2018-12-27
How to Cite
Amin, A., Charli, L., & Fita, W. (2018). Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw dan Konvesional terhadap Hasil Belajar Fisika. Science and Physics Education Journal (SPEJ), 2(1), 11-17. https://doi.org/https://doi.org/10.31539/spej.v2i1.424
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