ANALISIS DESKRIPTIF MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DALAM UPAYA PENINGKATAN MOTIVASI BELAJAR

Authors

  • Yurike Yurike Universitas Muhamadiah Ponorogo, Indonesia
  • Wahyudi Wahyudi Universitas Muhammadiyah Ponorogo, Indonesia

DOI:

https://doi.org/10.31100/histogram.v4i2.684

Keywords:

learning motivation, cooperative learning, jigsaw

Abstract

Motivation to learn is an encouragement that triggers students to learn so that the learning process leads to the goals to be achieved. Without motivation in students, the learning objectives are difficult to achieve. The type of jigsaw cooperative learning model aims to increase students' thinking power, a higher sense of responsibility and curiosity. The jigsaw cooperative learning model is a group learning system that pays attention to equity such as gender and intellectuality. Each group member needs each other and has the responsibility of mastering the material with the expert group and presenting the results of the discussion to the home group then they take turns with other group members. The responsibility for mastering the material for each individual will encourage students to learn in order to master the material. The type of data collection in this research is literature review which aims to find out how the jigsaw cooperative learning model is used to increase motivation to learn mathematics. Data collection techniques were obtained from several relevant sources related to the research being studied. From several sources obtained, it is stated that the results of research on the application of the type of jigsaw cooperative learning model in classroom learning activities can help students increase learning motivation

References

Adam, F.H. (2013). Using Jigsaw Technique as an Effective Way of Promotion Cooperative Learning Among Primary Six Pupils in Fijai. International Journal of Education and Practice, 1(6), 64-74.

Aship, M. (2014). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran PAI di SMP Muhammadiyah 8 Jakarta. Jakarta: Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah.

Dimyati dan Mujiono. (2010). Belajar dan Pembelajaran. Jakarta: PT. Rineka Cipta.

Hamdani. (2011). Strategi Belajar Mengajar. Bandung: CV. Pustaka Setia.

Hamdu, G. & Agustina, L. (2011). Pengaruh Mtoivasi Belajar Siswa Terhadap Prestasi Belajar IPA di Sekolah Dasar. Jurnal Penelitian Pendidikan, 12(1), 81-86.

Haryani, F. (2012). Meningkatkan Mtoivasi dan Pemahaman Konsep Perbandingan Fungsi Trigonometri Melalui Pembelajaran Jigsaw di SMA Negeri Kota Jambi. Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Umum, 1(1), 33-37.

Hendra, V. (2012). Studi Pustaka (Online). http://Repositori.ui.edu. Diakses pada tanggal 13 Juli 2020 Pukul 20.00 WIB.

Hertiavi, M.D., Langlang, H. & Khanafiyah, S. (2010). Penerapan Model Pembelajaran Kooperatif Tipe Jigswa untuk Peningkatan Kemampuan Pemecahan Masalah Siswa SMP. Jurnal Pendidikan Fisika Indonesia, 6(1), 53-57.

Irawati, I. (2014). Penerapan Metode Jigsaw untuk Meningkatkan Motivasi dan Prestasi belajar Fisika Kelas XIII MAN 15 Jakarta. In Prosiding Seminar Nasional Fisika (E-Journal), 3, 89-93.

Leksonowati, N. (2019). Efektivitas Penerapan Model Pembelajaran Tutor Sebaya dan Jigsaw Terhadap Hasil Belajar Ditinjau dari Motivasi Belajar dan Kecerdasan Emosional Siswa. Jurnal Dimensi Pendidikan dan Pembelajaran, 7(1), 18-24.

Masdariah, M., Nurhayati, B., & Rachmawati, R. (2018). Kajian Deskripsi Model Discovery Learning dalam Meningkatkan Motivasi Belajar, Aktivitas Belajar, dan Hasil Belajar Peserta Didik. Makalah pada Seminar Nasional Belajar dan Pembelajarannya Tahun 2018. Makassar: FKIP UNM.

Mbaco, N. (2013). Effect of Jigsaw Cooperative Learning Strategy on Students' Achievement in Secondary School Mathematics in Likipia Easr District Kenya. Asian Journal of Management Sciene and Education, 2(3), 177-188.

Nurhadi, Y.B. & Senduk, A.G. (2004). Pembelajaran Kontekstual (Contextual Teahing and Learning/TCL) dan Penerapannya dalam KBK. http://library.um.ac.id. Diakses pada tanggal 19 Juli 2020 Pukul 21.00 WIB

Puspitasari, D. (2012). Hubungan Antara Persepsi Terhadap Iklim Kelas dengan Motivasi Belajar Siswa SMP Negeri 1 Bancak. EMPHATY. Jurnal Fakultas Psikologi, 1(1), 59-67.

Ramayulis. (2002). Metodologi Pengajaran Agama Islam. Jakarta: Kalam Mulian.

Rusman. (2012). Model-Model Pembelajaran. Jakarta: Rajawali Pers.

Sanusi, A. (2016). Metodelogi Penelitian. Jakarta: Salemba Empat.

Sardiman, A. (2008). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada.

Seran, A. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Motivasi dan Hasil Belajar pada Materi Pencernaan dan Kerusakan Lingkungan Kelas VIII B SMP Kansius Klasan Yogyakarta. Yogyakarta: Skripsi Program Studi Pendidikan Biologi Universitas Sanata Darma Yogyakarta.

Sumarsih dan Pardimin. (2017). Upaya Peningkatan Motivasi dan Prestasi Belajar IPA Melalui Penerapan Model Pembelajaran Jigsaw pada Siswa Kelas IX B SMPN 9 Yogyakarta. Jurnal Penelitian dan Evaluasi Pendidikan, 5(2), 123-134.

Tsay, M. &. (2010). A Case Study of Cooperative Learning and Communication Pedagogy. Journal of The Scholarship of Teaching and Learning, 10(2), 78-89.

Downloads

Additional Files

Published

2021-01-03

Issue

Vol. 4 No. 2 (2020): Histogram

Section

Articles

Citation Check

License

Please find the rights and licenses in Histogram: Jurnal Pendidikan Matematika. By submitting the article/manuscript, the author(s) accept this policy.

1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International.

2. Author's Warranties

The author warrants that the article is original, written by a stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights

Histogram: Jurnal Pendidikan Matematika's spirit is to disseminate articles published for free. Under the Creative Commons license, Histogram: Jurnal Pendidikan Matematika permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Histogram: Jurnal Pendidikan Matematika when distributing works in the journal.

4. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in one's future works, including lectures and books,
  • The right to reproduce the article for one's purposes,
  • The right to self-archive the article,
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Histogram: Jurnal Pendidikan Matematika).

5. Co-Authorship

If other authors jointly prepared the article, any author submitting the manuscript warrants that all co-authors have authorized them to agree on this copyright and license notice (agreement) on their behalf and agree to inform their co-authors of the terms of this policy. Histogram: Jurnal Pendidikan Matematika will not be held liable for anything arising from the author(s) internal dispute. Histogram: Jurnal Pendidikan Matematika will only communicate with the corresponding author.

6. Royalties

This agreement entitles the author to no royalties or other fees. To such an extent that it is legally permissible, the author waives their right to collect royalties relative to the article regarding any use by Histogram: Jurnal Pendidikan Matematika.

7. Miscellaneous

Histogram: Jurnal Pendidikan Matematika will publish the article (or have it published) in the journal if the editorial process is completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published to be publicly accessible, and such access will be free of charge for the readers, as mentioned in point 3.