Jigsaw learning strategy is considered effective in enhancing students’ learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher’s lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.

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The experiential learning achievement by teachers has a percentage of 79.17% is categorized well, the percentage of approaches by students is 76.68% is categorized well, and the percentage of students' science process skills is 71.95% is categorized well. The relationship of experiential learning approach with students' science process skill was obtained by rxy = 0,78973 with strong relationship level. The significance test is done by t test with thitung> ttable (6,812018> 2.048) with dk = 28 and α = 0.05, so H0 is rejected and Ha is accepted. Based on the results of research that the implementation of experiential learning approaches well and there is influence experiential learning approach to students' science process skills on chemical bonding material in class X MIA 3 SMAN 1 Kota Jambi. Keywords: Experiantal Learnig, Science Process Skill and Chemical Bonding

This study aims to determine the implementation of ARCS model and to know the influence between the implementation of ARCS model to students' self confidence in SMAN 2 Jambi City on hydrocarbonlearning. The design of this research is pre-experimental design with type of research one shot case study using random sampling. The sample is selected only one class that is eleventh grade science study. The research instrument in the form of observation sheet of the implementation of ARCS model of both teachers and students, as well as student confidence observation sheet. The quantitative data is tested for normality and homogeneity and then sought the correlation between the ARCS model and the students' confidence with the moment product correlation. Then t-test is done to see the significance of the effect of ARCS model with student's self confidence. Implementation of ARCS model by teachers and students included in very good category with percentage 90,77% and 91%. For students' self confidence in good category that is with percentage 82,25%. Data of teacher and student is normal and homogeneous distribution, correlation coefficient obtained that is equal to 0,525, mean relation between implementation of ARCS model with student self confidence have medium relation level.

Penelitian ini dilatarbelakangi oleh kesulitan yang dialami siswa diantaranya kesulitan dalaM menganalisis materi bentuk molekul dan kesulitan menghubungkan rumus-rumus penentuan bentuk molekul. Penerapan model pembelajaran yang tepat merupakan salah satu alternatif untuk mengatasi masalah tersebut. Salah satu model pembelajaran yang dapat diterapkan adalah model pembelajaran advance organizer. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model pembelajaran advance organizer terhadap kemampuan siswa menganalisis materi bentuk molekul kelas X IPA SMA Negeri 10 Kota Jambi. Jenis penelitian yang dilakukan adalah Quasi-Eksperimen dengan desain the matching-only posttest only control group design. Teknik pengambilan sampel dilakukan dengan purposive sampling. Instrumen yang digunakan yaitu lembar observasi keterlaksanaan model oleh guru dan siswa serta tes kemampuan siswa menganalisis. Pengujian hipotesis dengan uji t untuk melihat keterlaksanaan model pembelajaran advance organizer dengan kemampuan siswa menganalisis. Metode t-test yang digunakan berjenis polled varian. Keterlaksanaan model pembelajaran advance organizer oleh guru sebesar 35,33% (baik) dan siswa sebesar 29,51% (cukup baik). Hubungan keterlaksanaan model advance organizer dan kemampuan siswa menganalisis diperoleh rxy= 0,5038 dengan tingkat hubungan pada kategori sedang dan uji t sebesar 3,92, sehingga hipotesis penelitian (Ha) diterima. Hasil analisis data tes kemampuan siswa menganalisis materi bentuk molekul, kedua kelas sampel memiliki distribusi normal dan varian homogen, pada uji-t diperoleh thitung =  3,91 dan ttabel =  1,998 dengan dk 64 dan a = 0,05, maka thitung > ttabel  atau (3,91 > 1,998) dengan dk=32+34-2=64,  pada derajat signifikan 95%. Berdasarkan hasil penelitian, disimpulkan bahwa terdapat perbedaan antara pembelajaran dengan menggunakan model advance organizer dan model direct instruction terhadap kemampuan siswa menganalisis pada materi bentuk molekul di kelas X SMAN 10 Jambi.