Experimentation of STAD and Jigsaw Learning Models on Learning Achievements in terms of Learning Motivation

Abstract

The purpose of this study was to compare the value of the pretest and posttest in the experimentation of the STAD and Jigsaw learning models on learning achievement in terms of learning motivation. This research is a quantitative research with an experimental method. The population of this study was all X grade students of IPS of SMA Negeri 3 Boyolali in the Academic Year of 2017/2018with a total of 108 students, the study sample was determined by a cluster sampling technique of 2 classes with a total sample of 72 students. The learning model in the experimental class used the STAD method and the control class used the Jigsaw method. Data collection techniques in this study were the method of documentation, tests, and questionnaires. The research hypothesis test used two-way analysis of variance with a 2x2 factorial design and a significant level of 5%. The analysis prerequisite test that is carried out is the normality test and homogeneity test using SPSS 23. From the results of the analysis it can be concluded that (1) differences in the effect of economic learning achievement between students who learn using STAD and Jigsaw cooperative learning models; (2) differences in the effect of learning motivation of students using STAD and Jigsaw cooperative models on economic learning achievement; (3) whether there is an influence of the interaction between the learning model and the learning motivation of students on economic learning achievement.

The supports of JiRQA learning on biology students’ achievement in multi-ethnical classroom

“…This research findings were in line with the research results conducted by Amedu (2015) Al-Salkhi (2015), Berlyana &Purwaningsih (2019), andJuweto (2015) that the Jigsaw learning strategy has a significant effect on achievement. Another research conducted by Bahtiar (2014), also reported that the achievement in the RQA learning strategy was better and significantly different from that in conventional learning strategy.…”

The Effect of Blended Learning of Student Teams Achievement Division (STAD) and Jigsaw Towards Higher-Order Thinking Skills

“…The blended learning of the Student Teams Achievement Division and jigsaw greatly Khasanah (2018). This learning model enables the student to be active in seeking information, collaboration, and communicating within-group friends, following the research of (Berlyana & Purwaningsih, 2019). Students' skills during in-class presentations also positively improved as the results of this learning model.…”

Model Pembelajaran Jigsaw untuk Menumbuhkan Motivasi dah Hasil Belajar Mahasiswa Pendidikan Guru Sekolah Dasar Pada Pembelajaran IPA

“…Dari setiap komponen tersebut memiliki fungsi dan peranan masing-masing sesuai dengan apa yang perlu di kembangkan atau di pelajari lebih lanjut juga untuk memenuhi apa yang sudah menjadi hal penting di dalamnya. Melalui proses pembelajaran yang berkualitas peserta didik dipersiapkan menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab, sesuai dengan tujuan pendidikan nasional (Berlyana & Purwaningsih, 2019;Sutini, Halimah, & Ismail, 2019). Salah satu aspek yang mempengaruhi keberhasilan proses pembelajaran adalah motivasi siswa dalam belajar (Rasyid, Azis, & Saleh, 2016;Saputra & Andrizal, 2018).…”

“…Guru perlu mengembangkan model pembelajaran yang berpusat pada siswa, melibatkan siswa secara aktif, menyenangkan dan terjadi aktivitas fisik dan mental siswa karena anak akan berpikir selama melakukan, belajar menggali pikirannya untuk memecahkan masalah/masalah dalam pembelajaran (R. S. Dewi, 2018;Wahyono, Husamah, & Budi, 2020). Ketika sumber masalah yang dihadapi mahasiswa adalah motivasi belajar, maka Dosen dapat menghadirkan pembelajaran yang menyenangkan dengan melibatkan mahasiswa, memberikan kesempatan kepada mahasiswa untuk berinteraksi dengan suasana kebahagiaan dan saling membantu dalam pembelajar (Berlyana & Purwaningsih, 2019;Rediasih et al, 2019). Model pembelajaran yang sesuai dalam hal ini adalah model pembelajaran kooperatif tipe jigsaw.…”