PENERAPAN PEMBELAJARAN KOOPERATIF MODEL JIGSAW UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS VIII B SMPN 1 BATU MATERI GERAK PADA TUMBUHAN

Sulalah, Anis (2008) PENERAPAN PEMBELAJARAN KOOPERATIF MODEL JIGSAW UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS VIII B SMPN 1 BATU MATERI GERAK PADA TUMBUHAN. Other thesis, University of Muhammadiyah Malang.

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PENERAPAN_PEMBELAJARAN_KOOPERATIF_MODEL_JIGSAW_UNTUK_MENINGKATKAN_MOTIVASI_DAN_HASIL_BELAJAR_SISWA_KELAS_VIIIB_SMPN_1_BATU_MATERI_GERAK_PADA_TUMBUHAN.pdf

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Abstract

Pursuant to result of perception in research location, instruction method which still common/public used by teacher in SMPN 1 Batu is ordinary group discussion and discourse as a result student become bored and passive so that class atmosphere become them and death become lazy to learn so that achievement learn low him. This matter require to be done/conducted by variation of in course of learning to teach for example with study of co-operative, study of co-operative offer some model. One of them model Jigsaw. Through study of co-operative model jigsaw, student trained is self-supporting, cooperate, is listening each other opinion of friend, and hold responsible to show its domination to assigned by items teacher. This Research type represent research of class action (PTK), with aim to to know the make-up of result and motivation learn class student biology of VIII-B in SMPN 1 Batu. This Research is executed by counted 3 cycle. With research subyek [is] class student of VIII-B counted 39 student. This Penelitain is executed on the 29 November - 18 December 2007 in SMPN 1 Batu. Technique intake of his/its data use perception sheet (enquette), individual tes/quiz, tes result of learning and field note. Data analysis for motivation learn student use percentage of student motivational level, while achievement learn to use complete learn pursuant to efficacy criterion learn student. Result of research at showing percentage of mean from is fifth of motivation element, that is assiduous face duty, enthusiasm, self-supporting, resilient, and like to solve problem in Iesson is compared to from motivation before and after study and improvement of persiklus. Data showing the make-up of that is at motivation before equal to 42,38% and after study equal to 60,61% so that experience of the make-up of equal to 18,23%. While data of persiklus that is, at cycle of I equal to 60,61%, cycle of II 62,12, and cycle of III 75,70% so that from cycle of I until III told to experience of the make-up of equal to 15,09%.ata before study equal to 42,83%, after done/conducted by repair of action percentage of motivation mean learn student at cycle of I 60,61%, cycle of II 62,12% and at cycle of III natural [of] improvement become 75,70%. Besides, complete learn klasikal at cycle of I that is 100%, and , experiencing of degradation at cycle of II become 82,05%, but at cycle of III, complete learn klasikal show a make-up of that is 94,87%. Matter this means that study of co-operative model effective Jigsaw in improving result and motivation learn biological student.

Item Type: Thesis (Other)
Subjects: Q Science > Q Science (General)
Divisions: Faculty of Teacher Training and Education > Department of Biology Education
Depositing User: Rayi Tegar Pamungkas
Date Deposited: 13 Jun 2012 02:37
Last Modified: 13 Jun 2012 02:37
URI: http://eprints.umm.ac.id/id/eprint/7461

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