ANGGRAINI, RIKA (2009) PENGARUH METODE JIGSAW LEARNING TERHADAP PRESTASI BELAJAR BAHASA INDONESIA SISWA (STUDI PADA SISWA KELAS V SD MUHAMMADIYAH 9 Jl.PANGLIMA SUDIRMAN MALANG). Other thesis, University of Muhammadiyah Malang.
PENGARUH_METODE_JIGSAW_LEARNING_TERHADAP_PRESTASIBELAJAR_BAHASA_INDONESIA_SISWA.pdf - Published Version
Download (118kB) | Preview
Study should be presented practically and adaptive for students, more enjoyable and gives room to students in order to make them more express their feeling throught learning. It because one of determinant for students’ learning achievement is learning method that is applied and had. By this consideration, learning is should be designed and implicate effectively, efficiently, interesting, satisfy and be able to stimuli children potencies. The purpose of this study is to know the influence of jigsaw learning method toward students’ Indonesian learning achievement in the fift grade of SD Muhammadiyah 9 “Panglima Sudirman” Malang. Variables that are used in this study is independent variable; it is jigsaw learning (X), while dependent variable is Indonesian learning achievement. (Y). research method that is used here is experimental research model by population of the fifth grade students of SD Muhammadiyah 9 “Panglima Sudirman” Malang by sampling technique of total sampling and uses questioner as the measurement in evaluating students of Indonesian course especially their comprehension in reading.The result of study shows that: (a) experimental group. The majority subject has achievement level in Indonesian learning, by category in pre-test and post-test. It is shows by 16 (58%) students in pre-test and 13 (50%) when post-test. The each high category is shown as 8 (24%) students when pre-test and 10 (29%) students when post-test. While, for low cateogry shows 6 (18%) students when pre-test and 7 (21%) students when post-test. From the result, it can be known that the comparison of Indonesian achievement in pre-test and post-tes or before and after treatment have increase or improve; (b) Control group. It can be known that the majority of the subject has Indonesian learning achievement, by category in pre-test and post-test. It is shown by 20 (67%) students when pre-test and 19 (64%) when post-test. The high categori is shown as much as 7 (23%) students when pre-test and 7 (23%) students shen post-test. While, for low category is shown by 3 (10%) students in pre-test and 4 (13%) students in post-test. From the result, it can be known that comparison of Indonesian learning achievement in pre-test and post-tes or before and after treatment is not change; (c) the result of pre-test and post-test in experimental group by jigsaw learning method is obtained tcalculation of 2,373 by significance of t is 0,024. Because tcalculation is more than ttable (2,373>1,697) or t significance is smaller than 5% (0,024>0,05), then, partial variable of jigsaw learning variable influence significantly toward students’ achievement. In other words, jigsaw learning model is effective in increasing students’ achievement in learning Indonesian; in this case the fifth grade students of SD Muhammadiyah 9 “Panglima Sudirman” Malang.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Indonesian and Literature|
|Depositing User:||Anwar Jasin|
|Date Deposited:||21 Mar 2012 13:18|
|Last Modified:||21 Mar 2012 13:18|
Actions (login required)