Peningkatan Kemampuan Menceriterakan Kembali Isi Bacaan Melalui Pembelajaran Kooperatif Model Jigsawsiswa Kelas V SDN 01 Manguharjo, Kecamatan Manguharjo Kota Madiuntahun Pelajaran 2014/2015 (original) (raw)
Related papers
Malih Peddas (Majalah Ilmiah Pendidikan Dasar), 2014
In SDN Sumberejo I found in rural areas, because it affects the mindset and behavior of students. In mathematics learning is dominated by the teachers and students are not active. Because teachers do not use the model of learning, so that learning becomes boring.The purpose of research that students can achieve mastery Minimal Criteria (KKM) with Jigsaw learning model, student learning outcomes can be improved through learning models Jigsaw, and students can be actively involved in the learning of mathematics through Jigsaw learning model. Methodology The research included the study subjects are fourth grade students of SDN Sumberejo I Demak Mranggen District Academic Year 2011/2012, a study in fourth grade Sumberejo SDN I district Mranggen Demak, there are two research variables are independent variables were the type of learning mathematics with Jigsaw Cooperative and dependent variable is the student learning outcomes, data collection techniques include observation, documentation, and testing formative student data analysis methods include the analysis of the test instrument to test the validity, reliability, and level of difficulty of the test, while the data analysis techniques by measuring the thoroughness of individuals and groups, student learning outcomes, and the activity of students in learning mathematics. From the analysis of learning outcomes achieved by students, the learning cycle I know the lowest value and highest value 10 100, with the average grade 56.67. Students who pass the value KKM 65 there are 11 students or 36.7% of students who do not complete and there are 19 students or 63.3%. Based on the observations that have been made in the first cycle of learning needs to be improved on the second cycle. From the analysis of learning outcomes achieved by students in the learning process of improvement in the second cycle is known lowest value and highest value 50 100 with average grade 70. Students who pass the value KKM 65 there are 19 students or 63.3% of students who do not complete and there are 11 students or 36.7%. Based on the observations that have been made on the second cycle there is need for improvement of learning at the third cycle. From the analysis of learning outcomes achieved by students know the lowest score is 60 and the highest score is 100 with a grade average was 78.33. Students who pass the value KKM 65 there are 27 students or 90% of students who do not complete and there are 3 students or 10%. Based on the observations that have been made on the third cycle is known that their students can achieve KKM, student learning outcomes can be improved, and students can be actively involved in the learning of mathematics through Jigsaw learning model. Abstrak: Di SDN Sumberejo I terdapat di daerah pedesaan, oleh karena itu mempengaruhi pola pikir dan perilaku siswanya. Dalam pembelajaran matematika
Jurnal Paedagogy, 2020
One of the efforts to improve Indonesian language learning achievement for fourth grade students in elementary school is by applying the Jigsaw cooperative learning model. The purpose of this study is to determine whether there are differences in learning achievement between students whose learning uses the Jigsaw cooperative learning model. The study design used a pretest-posttest control group design experiment. The population is grade IV students of SDN 2 Uebone Bulan Ampana Tete District. The method of collecting data through tests, before the treatment of each group was given a pretest and after the treatment was given a posttest. From the results of the analysis prove that there are significant differences in the achievement of Indonesian language learning students who are taught using the Jigsaw Cooperative Learning model. There was also a significant difference in the learning achievement of students who were taught using the Jigsaw Cooperative Learning model. From the resul...
GERAM
Based oninitial observation the fiel, the student news writing skills MTs Boarding School As-Salam Naga Beralih Kampar regency still low. This isi caused by several factors, one of which is the selection of the learning modeling accuracies. Learning model used is still the main choice in lecture learning. Another factor that comes from the students was the lack of motivation to write the story bacauce it was though that writing astoryisa difficult activity. To correct this condition carried through Classroom Action Research type Jigsaw Cooperative Learning Model. Purpose of this research class action (1) describing the process of improving the student skill in writing news items in class VIII D of class VIII d MTs boarding School As-Salam Naga Beralih Kampar regency increases trough Jigsaw cooperative learning model, and (2) describing the supporting factors improved writing skills class VIII D news MTs Boarding School As-Salam Naga beralih Kampar regency increases trough jigsaw...
Asas: Jurnal Sastra, 2016
Guru menempati posisi penting dan penentu keberhasilan proses pembelajaran. Salah satu tugas guru, adalah menggunakan metode/model pembelajaran yang tepat, seingga siswa menjadi aktif. Realitasnya berdasarkan observasi awal di MTs Al-Fauzul Kabir, hanya sebahagian kecil saja yang aktif. Berdasarkan permasalahan tersebut peneliti mencoba menggunakan model pembelajaran cooperative tipe jigsaw khususnya pada pembelajaran Aqidah Akhlak siswa kelas VIII MTs Al-Fauzul Kabir, yang bertujuan untuk mengaktifkan seluruh siswa dalam proses pembelajaran. Penelitian ini menggunakan pendekatan PTK yang berlangsung selama dua siklus. Hasil penelitian menunjukkan bahwa menggunakan model cooperative tipe jigsaw pada pembelajaran Aqidah Akhlak dapat meningkatkan keaktifan belajar siswa, hal ini dapat dilihat pada siklus I dan siklus II mengalami peningkatan. Aktivitas guru pada siklus I memperoleh nilai rata-rata 2, 75 dengan persentase 68, 7%, pada siklus II memperoleh nilai rata-rata 3,6 dengan persentase 89,6%. Sedangkan pada aktivitas siswa, siklus 1 memperoleh nilai rata-rata 2, 7 dengan persentase 66, 6%, sedangkan pada siklus II dengan rata-rata 3,5 dengan persentse 87,5. Dengan demikian dapat dikatakan, bahwa menggunakan model pembelajaran cooperative tipe Jigsaw dapat meningkatkan keaktifan belajar siswa dalam proses pembelajaran. Kata kunci: Model Jigsaw, keaktifan belajar, MTs Al-Fauzul Kabir Pendahuluan Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses perolehan ilmu dan pengetahuan, penguasaan dan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. 1 Untuk memperoleh ilmu pengetahuan, diperlukan adanya kegiatan belajar _____________
2014
Tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh masing- masing kategori model pembelajaran, kecerdasan interpersonal siswa dan interaksiny a terhadap prestasi belajar matematika siswa pada pokok bahasan bangun ruang sisi datar. Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3×3. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri di Kota Madiun semester genap tahun ajaran 2013/2014. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sekolah yang menjadi sampel adalah SMP Negeri 3 Madiun, SMP Negeri 7 Madiun,dan SMP Negeri 10 Madiun. Sampel dalam penelitian ini terdiri dari 260 siswa. Instrumen yang digunakan untuk mengumpulkan data adalah nilai tes prestasi belajar matematika dan angket kecerdasan interpersonal siswa. Uji keseimbangan menggunakan analisis variansi satu jalan dengan sel tak sama. Uji hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama dengan taraf signifikans...
2015
Abstract: This study is a classroom action research that aims to improve learning outcomes competences class knowledge Va SDN 034 KijangRejoTapung District of Kampar through the adoption of Jigsaw Cooperative Learning Model. Based on observations in class Va SDN 034 KijangRejo is known that the learning competencies of knowledge on the subjects of Indonesian students on the theme of 2Peristiwa dalam kehidupan subtema 2 Peristiwa-peristiwa penting are relatively low, with an average of 62.5. Data analysis technique used is descriptive analysis by looking at the activity of the teacher, student activity and learning outcomes of knowledge competency Indonesian theme 2Peristiwa dalam Kehidupan of three sub-themes of Manusia dan Peristiwa Alam , theme 3 Kerukunan dalam Masyarakat subtema 1 Hidup Rukun and themes 3 Kerukunan dalam Masyarakat subtema 2 Manfaat Hidup Rukun . The average score was 62.5 basis while third cycle with an average of 77.34, bringing the total increase in learning ...
Journal of Mathematics and Mathematics Education
The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Masalah dalam penelitian ini adalah rendahnya proses dan hasil belajar peserta didik pada pembelajaran IPA, hal ini dibuktikan dengan hasil observasi dan dokumentasi sekolah yang menunjukan dari 19 peserta didik hanya 47% yang memenuhi KKM. Penelitian ini dilaksanakan di Kelas V SDN 188/VIII Wiroto Agung. Tujuan penelitian ini ialah untuk mendeskripsikan dan mengetahui penerapan Model Kooperatif tipe jigsaw dalam meningkatkan aktivitas serta hasil belajar IPA di Kelas V. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini terdiri dari 2 siklus, setiap siklus dilkasanakan melalui 4 tahap, yaitu perencanaan, tindakan, observasi dan refleksi dan terdiri dari 2 kali pertemuan. Hasil penelitian dapat dijelaskan sebagai berikut: (1) penerapan Model Kooperatif tipe jigsaw dalam aktivitas belajar dilihat dari lembar observasi yaitu siklus I dari aspek guru 84% dan aspek siswa 57% sedangkan pada siklus II terjadi peningkatan dari aspek guru 91% ...