THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF JIGSAW BASED ON MIND MAPPING ON STUDENT’S LEARNING OUTCOMES IN
THE TEMPERATURE AND HEAT SUBJECT MATTER IN CLASS X EVEN SEMESTER SMA NEGERI 3 MEDAN LEARNING YEAR 2013/2014
By : Kartika
Reg. Number 4103322015 Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
PREFACE
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled " The Effect of Cooperative Learning Model Type of
JIGSAW Based on Mind Mapping on Student’s Learning Outcomes in The
Temperature and Heat Subject Matter in Class X Even Semester SMA Negeri 3
Medan Academic Year 2013/2014", prepared to obtain a Bachelor's degree
Physical Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr Prof. Dr. Mara Bangun
Harahap, M.Si, as Thesis Supervisor who has provided guidance and suggestions
to the author since the beginning of the study until the completion of this thesis
writing. Thanks also to Prof. Dr. Sahyar, M.Si, M.M, Dra. Derlina, M.Si, Drs.
Jonny H Panggabean, M.Si, who have provided input and suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Drs. Makmur Sirait, M.Si, as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster and all teacher in SMA 3
Medan who have helped during this research. I would like to thank especially to
my father M. Amin and my mother Paenah and also my sister Karlina and
Karmila, my brother Bambang Hidayat and all family who have prayed and gave
me encouragement and funding to complete the study in Unimed. I also would
like to thanks to all my friend in Bilingual Physics Class 2010, Feggi Yuandini,
Fitria Andriani, Rindy Wardhani, Rikcy Almeda, Jovan Sitinjak, Uli Dova, Evi
Kamelia, Christine M. Siregar, Nur Azizah Pulungan, Indra N Siahaan, Rofi
Anggriani, James Wilson who have helped, prayed and gave supported to author.
I also would like to thanks to my Komet friends, Ica, Irma febrianti, Wanti
Fatricia, Edi sudrajat, Hendro and Fakhru razi, who have helped, prayed and gave
supported to author. I also would like to thank to Hexa Helios Group, Dian Gusti
Lestari, Mutiah Siregar, Sukma Mentari, Nita Liswati, Dwinta Cipta RS, who
have helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2014
Author,
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF JIGSAW BASED ON MIND MAPPING ON STUDENT’S LEARNING OUTCOMES IN
THE TEMPERATURE AND HEAT SUBJECT MATTER IN CLASS X EVEN SEMESTER SMA NEGERI 3 MEDAN LEARNING YEAR 2013/2014
KARTIKA ( 4103322015 ) ABSTRACT
The objectives of this research are: (1) To know the student’s learning outcomes in physics subject taught by cooperative learning model type of jigsaw based on mind mapping. (2) To know the student’s learning outcomes in physics subject taught by conventional learning based on mind mapping. (3) To know the effect of cooperative learning model type of jigsaw based on mind mapping on student’s learning outcomes in the temperature and heat subject matter. The type of research was quasi experiment with the population all of student in class X even semester in SMA N 3 Medan which consits of 14 classes. Sample of this research was obtained by technique of cluster random sampling.
The sample is X MIA 12 as the experiment class and X MIA 14 as the control class. Experiment class taught by cooperative learning model type of jigsw based on mind mapping and control class taught by direct instruction model. The research instrument has 20 questions in multiple choice forms with 5 options, the instrument tested validated. In this research obtained the mean of pre-test in experiment class is 41.41 and in control class is 41.25. After that do the treatment in experiment class taught by cooperative learning model type of jigsaw based on mind mapping and in control class taught by direct instruction model, and then done the post-test.
The mean of post-test in experiment class is 80.16 and in control class was 68.90. In hypothesis testing obtained tcount > ttable that was 5.18 >1.669 at significant level α = 0.05 and n = 32. So, can be concluded that the student’s learning outcomes in experiment class differ with control class. Can be concluded that there is effect of cooperative learning model type on student’s learning outcomes in the temperature and heat subject matter in class x even semester SMA N 3 Medan academic year 2013/2014.
TABLE OF CONTENTS
Ratification Sheet i
Biography ii
Abstract iii
Preface iv
Table of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER I INRODUCTION
1.1 Background 1
1.2 Problems Identification 3
1.3 Problems Limitation 4
1.4 Problems Formulation 4
1.5 Research Objective 4
1.6 Benefits of Research 5
1.7 Operational Definition 5
CHAPTER II LITERATURE REVIEW
2.1.Framework Theoretical
2.1.1 Definition of Learning 6
2.1.2. Principle of Learning and Teaching 6
2.1.3. Model’s of Teaching 7
2.1.3.1. Direct Instruction Model 8
2.1.3.2. Cooperative learning 8
1.Definition of Cooperative Learning 8
2. Characteristics of Cooperative Learning 11
3. Cooperative Learning Objectives 11
4.Advantages and disadvantages of cooperative learning 13
2.1.3.3 Cooperative Learning Model Type of Jigsaw 16
2.1.5 Learning Outcomes 21
2.1.5.1 Cognitive domain 21
2.1.5.2. Affective Domain 23
2.1.5.3. Psychomotor Domain 24
2.2Subject Matter 25
2.3Journal Research of Cooperative Learning Model Type of Jigsaw 35
2.4Conceptual Framework 38
2.5Research Hypothesis 39
CHAPTER III RESEARCH METHOD
3.1 Location and Time Reseacrh 40
3.1.1 Research Location 40
3.1.2 Research Time 40
3.2 Population and Sample 40
3.2.1 Population 40
3.2.2 Sample 40
3.3 Research Variables 40
3.4 Type and Research Design 41
3.5 Research Procedure 41
3.6 Tools and Data Collection
3.6.1 Reasearch Instrument 44
3.7 Content Validity 45
3.8 Data Analysis Techniques 45
3.8.1 Reliability Test 45
3.8.2.1 Determining the value of the average and standard deviation 46
3.8.3 Normality Test 47
3.8.4 Homogenitas Test 48
3.8.5 Calculation of Gain Scores Normalized 48
3.8.6 Hypothesis Test 50
CHAPTER IV. RESEARCH RESULT AND DISCUSSION
4.1 Research Result 54
4.1.2 Data Analysis of Pre- Test 56
4.1.2.1 Normality Test of Pre-Test Data 56
4.1.2.2 Homogeneity test of Pre-Test 56
4.1.2.3 Hypothesis test of pre test 57
4.1.3 Post Test Value of Student 58
4.1.3.1 Data Analysis of Post-Test 59
4.1.3.1.1 Normality test of post test 59
4.1.3.1.2 Homogenity test of post test 60
4.1.3.1.3 Normalized Gain Experiment Class and Control Class 60
4.1.3.1.4 Hypothesis Test of Post- Test 60
4.2Research Findings 61
4.3Discussion 62
CHAPTER V. CONSLUSION AND SUGGESTION
5.1 Conclusion 64
5.2 Suggestion 65
REFERENCES 66
LIST OF TABLE
Table 2.1 Model of cooperative learning step 10
Table 2.2 Cooperative learning group differences 14 with conventional learning group
Table. 2.3 Coefficient of length expansion
several substance at room temperature. 27
Table 3.1 The design of experiment 41
Table 3.2 Specification of learning outcomes 44 Table 3.3 Criteria for assessment of learning 47 Table 3.4 Interpretation of Gain Normalizing Value 49 Table 4.1 Pretest Score and Post Test Score in Experiment 54
Class and Control Class
Table 4.2 Pre test Value in Experiment Class and Control Value 55 Table 4.3 Normality test of pre-test data in Experiment class 56
and Control class
Table 4.4 Homogeneity Test of Pre-Test Data 57
Table 4.5 Hypothesis Test Of Pretest Data 57
Table 4.6 P ost-Test Data in Experiment Class and Control Class 58
Table.4.7 Normality test of post test 59
Table 4.8 Homogenity test of post test 60
Table 4.9 Normalized Gain Experiment Class and Control Class 60
LIST OF FIGURE
Figure 2.1 Illustration of jigsaw group 17
Figure 2.2 Example of forming jigsaw group 18
Figure 2.3 Example of mind mapping 20
Figure 2.4 Cooperative learning achivement 24
Figure 2.5 Mercury thermometer 25
Figure 2.6 Diagram of substance transformation 31
Figure 3.1 Flowchart research 43
Figure 4.1 Column Diagram Pre test value data in 55
Experiment Class and Control Class.
Figure. 4.2 Column Diagram Post test value data in Experiment Class 59
LIST OF APPENDIX
Appendix 1 Lesson Plan (1) 68
Appendix 2 Lesson Plan (2) 82
Appendix 3 Lesson Plan (3) 95
Appendix 4 Student Worksheet 1 109
Appendix 5 Answer of Worksheet 2 111
Appendix 6 Test Based on Revised Bloom’s Taxonomy 112
Appendix 7 Test 121
Appendix 8. Key Answer of Test 127
Appendix 12 Pre-Test and Post-Test Data in Experiment Class 128 Appendix 13 Pre-Test and Post-Test Data in Control Class 130 Appendix 14 Calculation of Average Score and Deviation Standard 132
of Pre-Test and Post-Test in Experiment Class
Appendix 15 Calculation of Average Score and Deviation Standard 133 of Pre-Test and Post-Test in Control Class
Appendix 16 Normality Test 134
Appendix 17 Homogeneity Test Data 138
Appendix 18 Hypothesis Test 140
Appendix 19 Table Of Normalized Gain Experimental Class 144 Appendix 20 Table Of Normalized Gain Control Class 146 Appendix 21 Table of Calculation Reliability of Research Instrument 148
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