Meta Analisis Komparasi Keefektifan Model Pembelajaran Kooperatif Tipe Jigsaw dan TSTS (Two Stay Two Stray) Terhadap Kemampuan Berpikir Kritis pada Pembelajaran Matematika Siswa Sekolah Dasar

Leniati, Bunga; Indarini, Endang

doi:10.23887/mi.v26i1.33359

Cited by 32 publications

(43 citation statements)

References 12 publications

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“…The findings of previous studies stated that Jigsaw made it easier for students to learn (Kurniawati et al, 2017;Sari, 2014). Other research findings also state that Jigsaw can motivate students in learning to improve student learning outcomes (Leniati & Indarini, 2021;Nurmiyati & Suyata, 2014). It can be concluded that Jigsaw can increase students' enthusiasm for learning.…”

Section: Discussionmentioning

confidence: 94%

“…Moreover, in its implementation, students can do and achieve these goals by using the jigsaw strategy. The jigsaw strategy can increase students' active participation (Anwar, 2018;Edriati et al, 2015;Leniati & Indarini, 2021). Several shortcomings were found during the learning process, namely the absence of an LCD used as a learning medium and the lack of teacher eye contact in the classroom.…”

Section: Discussionmentioning

confidence: 99%

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Using Jigsaw Strategies to Improve Participation and English Speaking Skills

Kiuk

Suputra

Adnyani

2021

IJERR

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There are still many teachers who do not apply appropriate learning strategies for students. This has an impact on the students' lack of English speaking ability. The purpose of implementing this Lesson Study is to increase the level of student participation in learning English. The Lesson Study is carried out in three stages in its implementation, namely Plan, Do, and SEE. In the Plan stage, the author and the Lesson Study team plan the implementation of the Lesson Study by determining the implementation time, materials, classes, and strategies used. The population in this study amounted to 30 students. In practice, data collection is done through observation, interviews, and lesson study techniques carried out in teams. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are the use of the Jigsaw strategy in learning due to the lack of student participation and the willingness of students to speak in English in learning English. After the implementation of the Jigsaw strategy, the students became more active. The result of this reflection (see) stage is that the implementation of the Jigsaw strategy has been successful, and for media problems such as LCD and classroom management by model teachers need to be improved again. Seeing the success of this strategy, the authors suggest that teachers use the Jigsaw strategy as a cooperative learning strategy that will help students become more active.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Using Jigsaw Strategies to Improve Participation and English Speaking Skills

Kiuk

Suputra

Adnyani

2021

IJERR

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“…Jurnal Pendidikan Indonesia (JPI) | 637 heterogeneous members (Anwar, 2018;Leniati & Indarini, 2021). By prioritizing interactions between small groups of children with others, this technique can develop children's social competence.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Cooperative Learning Through Authentic Assessment-Based Jigsaw on Social Development of Early Childhood

Karta

Rachmayani

Rasmini

2021

j. pendidik. indonesia.

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The early childhood education system nowadays requires the use of authentic assessment in schools. Authentic assessment is an integrative method of assessing the learning process, reflective to the real-world situations, using varieties methods and holistic criteria to assess the cognitive, affective, and skills in early childhood. Social development occurs dominantly after physical, cognitive, and language developments. Based on the minimal developmental standard, many early-childhood children show substandard development in environment adaptation ability, self-managing ability, responsibility, ability to follow rules, sharing, respecting others, cooperation, toleration, and emotional expression. This study aims to identify the influence of cooperative learning through authentic assessment-based jigsaw in the social development of early childhood. This study uses a pre-test post-test design on 50 subjects aged 5-6 years old. The experiment was carried out in 4 stage with 4 learning sub-themes. Data collected with a 1-4 scale observation instrument to get quantitative data and analyzed using t-Test. Results from data analysis concluded that cooperative learning through authentic assessment-based jigsaw has a positive influence on social development in early childhood. We recommend the implementation of this method to optimize social development in early childhood.

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“…Pada Pendidikan Dasar, khususnya di Sekolah Dasar, siswa diajarkan sejumlah mata pelajaran, salah satunya adalah Matematika. Pembelajaran Matematika di sekolah dasar merupakan pondasi yang kokoh untuk dapat memasuki jenjang pendidikan yang lebih tinggi dan juga untuk menghadapi tantangan perkembangan Ilmu Pengetahuan dan Teknologi (IPTEK) (Hodiyanto, 2017;Leniati & Indarini, 2021;Rahayu & Hidayati, 2018). Pada dasarnya pembelajaran Matematika tidak hanya mengenal dan terampil melakukan operasi pada bilangan, tetapi lebih dari itu yaitu dapat memanfaatkan pengetahuan tentang bilangan untuk berbagai bidang lain tanpa melakukan operasi hitung (Dwijayani, 2019;Ismail, 2018;Roebianto, 2020).…”

Section: Pendahuluanunclassified

Metode Diskusi Kelompok untuk Meningkatkan Hasil Belajar Matematika Kelas VI SD

Suandi¹

2022

JEAR

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Kurangnya sarana penunjang kegiatan pembelajaran seperti alat peraga yang belum memadai mengakibatkan pembelajaran Matematika tidak dapat menarik perhatian siswa. Hal ini akan berakibat pada rendahnya hasil belajar siswa. Tujuan penelitian ini untuk menganalisis peningkatan hasil belajar siswa melalui penerapan metode diskusi kelompok dalam mata pelajaran matematika pada siswa kelas VI SD. Jenis penelitian ini adalah Penelitian Tindakan Kelas yang dirancang dalam dua siklus. Subjek penelitian adalah siswa kelas VI SD sebanyak 24 orang Pengumpulan data dalam penelitian ini dilakukan dengan metode tes. Hasil penelitian dianalisis dengan metode analisis deskriptif kuantitatif. Berdasarkan hasil observasi awal, nilai rata-rata hasil belajar siswa sebesar 57,9 dan ketuntasan klasikal 58,3%. Hasil penelitian siklus I menunjukkan nilai rata-rata hasil belajar siswa sebesar 59,5 dan ketuntasan klasikal 70,8%, artinya terdapat peningkatkan sebesar 1,6 poin. Pada Siklus II, rata-rata hasil belajar siswa sebesar 72,1. Hal ini menunjukkan terjadinya peningkatan dari siklus sebelumnya sebesar 14,2 poin dengan ketuntasan belajar mencapai 100%. Maka, pembelajaran dengan Metode Diskusi Kelompok Dapat Meningkatkan Hasil Belajar Matematika siswa kelas VI SD. Implikasi penelitian ini diharapkan dapat meningkatkan hasil belajar siswa dalam mengikuti proses pembelajaran.

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Meta Analisis Komparasi Keefektifan Model Pembelajaran Kooperatif Tipe Jigsaw dan TSTS (Two Stay Two Stray) Terhadap Kemampuan Berpikir Kritis pada Pembelajaran Matematika Siswa Sekolah Dasar

Cited by 32 publications

References 12 publications

Using Jigsaw Strategies to Improve Participation and English Speaking Skills

Using Jigsaw Strategies to Improve Participation and English Speaking Skills

The Influence of Cooperative Learning Through Authentic Assessment-Based Jigsaw on Social Development of Early Childhood

Metode Diskusi Kelompok untuk Meningkatkan Hasil Belajar Matematika Kelas VI SD

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