This study aims to analyze the differences in the effectiveness of the Jigsaw cooperative learning model and the direct learning model of student learning outcomes in DKB subjects in class X DPIB of Vocational High School 2 Surakarta; to analyze the differences in learning outcomes between students who have high critical thinking skills and students who have low critical thinking skills in DKB subjects in class X DPIB Vocational High School 2 Surakarta; and to analyze whether there is an interaction between the learning model and students' critical thinking skills towards student learning outcomes in the class X DKB DPIB Vocational High School 2 Surakarta. This study is a quantitative experimental study with a 2x2 factorial design. The sample of this study was the tenth grade students of DPIB Vocational High School 2 Surakarta in the 2018/2019 academic year, totaling 64 students. Data obtained from the results of observations, interviews, and tests. The data analysis technique uses 2-way Anava technique. The results is study's learning using Jigsaw cooperative learning model obtain the results of cognitive learning higher significant than learning outcomes cognitive students learn by using direct learning model on the subjects of DKB in Vocational High School 2 Surakarta; cognitive learning outcomes for students who have critical thinking skills height significantly higher than the results of cognitive learning students who have the skills to think critically low on the subjects of DKB in Vocational High School 2 Surakarta; and there is a very significant interaction between the learning model and the skill level which is critical to the cognitive learning outcomes of students in the DKB subjects at Vocational High School 2 Surakarta.

The quality of education in Indonesia needs to be continuously improved, especially Vocational High School (SMK). One way to improve the quality of education is through improving the quality of learning. In connection with this, several questions arise as follows: (1) what is meant by the jigsaw type cooperative learning model?;(2) what are the advantages of the jigsaw type cooperative learning model compared to other learning models?;(3) what is the effect of applying the jigsaw type cooperative learning model to students' critical thinking skills?; (4) what is the effect of applying the jigsaw type cooperative learning model to the learning outcomes of vocational students? Therefore, the objectives of this study are: (1) to know the jigsaw cooperative learning model; (2) to know the advantages of the jigsaw type cooperative learning model compared to conventional learning models; (3) analyze the effect of applying the jigsaw type cooperative learning model to students' critical thinking skills; (4) analyze the effect of applying the jigsaw type cooperative learning model to the learning outcomes of SMK students. This study uses literature review methods sourced from books and articles that are relevant to the topic. From a study of various literature it can be concluded that: (1) the jigsaw cooperative learning model is one of the cooperative learning models that emphasizes learning by constructing one's own knowledge by asking each other questions and discussing with group friends; (2) the advantages of the jigsaw type cooperative learning model compared to other learning models is that the learning model that is more student-centered, trains students to be responsible for the material that is part of it and to teach one another to their group mates; and (3) the application of the jigsaw type cooperative learning model is effective in training students' critical thinking skills; (4) the application of the jigsaw type cooperative learning model is effective for improving student learning outcomes, both learning outcomes in the cognitive, affective, and psychomotor domains.

<p>Cooperative learning model Jigsaw which collaborated with lesson study is one of the strategies used to stimulate the students’ participation in the learning process, especially in solving and explaining each answer of problems given by the teacher so that the learning process is not only centered on the teacher but also the students. The purposes of this research are to: (1) determine the application of the appropriate steps in order to increase students’ participation and students’ learning outcome through Jigsaw cooperative learning model with lesson study; (2) to know the improvement of students’ participation and students’ learning outcome for the Engineering Mechanics subject of grade X of state SMK in Sukoharjo through the implementation of Jigsaw cooperative learning model with lesson study. This research is a classroom action research which  conducted in three cycles.</p><p>The results showed that: (1) there was appropriate application of steps in improving the students’ participation and students’ learning outcome in accordance with the Jigsaw cooperative learning model through lesson study; (2) students became more active in participating in grade, such as asking, giving opinion, and  discussion. The percentage of completeness of students’ learning outcome in the cognitive area of pre-cycle was 30%, 64.71% in the first cycle, 79.41% in the second cycle, and 82.35% in the third cycle. Then, in term of students’ learning outcome in the affective area, most students were predicated Very Good and Good. Next, the percentage of completeness student learning outcome in the pre-cycle of psychomotor was 26.67%, 61.76% in the first cycle, 79.41% in the second cycle, and 85.29% in the third cycle. From this analysis, it can be concluded that the implementation of Jigsaw cooperative  model through lesson study with appropriate steps has succesfully increased the students’ participation and students’ learning outcome of grade X of state SMK in Sukoharjo on the subjects of Engineering Mechanics.</p>