Effectiveness of Jigsaw Cooperative Learning Models In Lessons of the Basics of Building Construction on Students Learning 'Outcomes Viewed From Critical Thinking Skills

Abstract

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.

Fostering Sustainability and Critical Thinking through Debate—A Case Study

“…During the weeks leading up to the debate, several exercises are carried out to prepare it, using a jigsaw (or puzzle) strategy [53,54], which basically consists of the students receiving information and having to synthesize it, to be able to explain it later to their classmates. The jigsaw cooperative model shows significant positive changes in learning outcomes and student learning styles compared to conventional learning models [55][56][57]. However, there are critics of this global vision, who consider it unrealistic [36][37][38][39][40][41][42][43][44][45][46][47].…”

Improving Student's Critical Thinking Ability Through The Jigsaw Learning Model

“…Hasil penelitian (Subiyantari et al, 2019) menunjukkan bahwa siswa yang belajar mengunakan model jigsaw learning lebih tinggi hasil belajarnya bila dibandingkan dengan model konvensional/biasa, begitu juga dengan kemampuan berfikir kritisnya. Selanjutnya penelitian yang dilakukan oleh (Ahmada, 2019) menunjukkan bahwa pembelajaran pemahaman bacaan dengan model pembelajaran jigsaw efektif dalam meningkatkan pemahaman bacaan siswa pada teks naratif.…”

Development of Online Science Learning Devices Cooperative Model Type STAD Assisted by Video Media to Improve Learning Outcomes of Elementary School Students

“…The lesson plans used in online learning using the STAD cooperative model assisted by video media also provide opportunities for each student to contribute to friends and groups to progress and succeed together. In line with Subiyantari et al (2019), the STAD cooperative model can make students effective in exchanging ideas in class. Also supported by Yusuf et al (2012) stated that the implementation of cooperative learning improves student performance in discussions.…”

“…So far, teachers usually use image media so that the use of video media is expected to be effective in attracting the attention of students (Suryansyah & Suwarjo, 2016). Subiyantari et al (2019) stated that the use of video in learning is very effective in both classical, independent, and group learning. Many video media provide information because students can see directly an object.…”