EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING MODEL IN HEAT AND TEMPERATURE ON STUDENT’S LEARNING OUTCOMES
GRADE X SMA SWASTA MUHAMMADIYAH 1 MEDAN IN ACADEMIC YEAR 2011/2012
By:
Febriani Hastini Nst 081244210011
Physics Bilingual Education Study Program
THESIS
Submitted to fulfill the requirement for the degree of Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
PREFACE
Syukur Alhamdulillah, praise and thanks to Allah SWT the Lord of hosts, the Almighty who has given grace and blessing to writer so that this thesis can be done. Shalawat and Salam to Rasulullah Muhammad SAW, hopefully His Syafaat will be abundant in days later.
This thesis which is titled “Effectiveness of Jigsaw Cooperative Learning Model in Heat and Temperature on Student’s Learning Outcomes Grade X SMA Swasta Muhammadiyah 1 Medan in Academic Year 2011/2012” is arranged to acquire the degree of “Sarjana Pendidikan”, Faculty of Mathematics and Natural Sciences State University of Medan.
In this occasion, let me say thanks to Mr. Drs. Eidi Sihombing, M. S as thesis supervisor who has guided and given suggestion to writer from the beginning until the end of writing this research. Thanks also to Mr. Prof. Dr. Sahyar, MS,MM, Mr. Dr. Ridwan Abdullah Sani, M.Si, and Drs. JH. Panggabean, M.Si who have given critic and suggestion to writer from the planning of research until finishing of thesis writing. Thanks also to Mr. Prof. Dr. Mara Bangun Harahap, MS as academic supervisor who had guided and motivated the writer during the lecture, Mr. Prof. Drs. Motlan, M.Sc., Ph.D as the dean of FMIPA Unimed.
Gratefully and specially to : Dear my lovely mother Syahri Banun Hrp and my lovely father H. Jumroddin Nst, S.Sos who have educated me and provides motivation, praying and love, for my sisters Nurhidayah Fithriah Nst, S.Pd and Rahimah Nst, for my brothers Muhammad Syukur and Muhammad Syukri and for all my family who have supported me.
To all of my friends in Physics Department FMIPA UNIMED, especially to 2008 students of Physics Bilingual 2008: Arini, Boby, Tika, Nawi, Alfan, Majid, Risdo, Luqman, Azwar, Zia, Laila, Laurent, Ruth, Ester, Wita, and Nurul who have provided spirit, motivation, and aid to the writer. Rightfully proud to my friends Zakiyah, Sarjani and Jubaidah.
Writer realizes that there is still deficiencies in this research, that is why, writer expect constructivism’s advice and suggestion in order to make this thesis is useful for all of us.
Medan, July 2012 Writer
EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING MODEL IN HEAT AND TEMPERATURE ON STUDENT’S LEARNING
OUTCOMES GRADE X SMA SWASTA MUHAMMADIYAH 1 MEDAN IN
ACADEMIC YEAR 2011/2012
Febriani Hastini Nst (ID. Number: 081244210011)
ABSTRACT
The purpose of this research was to find out the effectiveness of jigsaw cooperative learning model in heat and temperature on student’s learning outcomes grade X SMA Swasta Muhammadiyah 1 Medan in Academic Year 2011/2012.
The research method was quasi experimental. The population were seventy (70) students grade X semester II SMA Swasta Muhammadiyah 1 Medan and all of the population became sample of this research. The sample were divided into two classes, experimental and control class.
List of Table
Page
Table 2.1 Comparison of Constructivism and Traditional Class 10 Table 2.2 Syntax of Direct Instruction Learning Model
19 Table 2.3 Phases of Cooperative Learning Model
23
Table 2.4 Conversion of Deveopment Score
27
Table 2.5 Level of Group Awards
27 Table 2.6 Syntax of Jigsaw Cooperative Learning Model
28
Table 2.7 Kinds of Thermometer
32
Table 3.1 Two Pre-test - Post-test Design
43
Table 3.2 Learning Outcomes Specification 46
Table 3.3 Criteria of Value Percentage of Content Validation 48
Table 3.4 Guideline of Affective Domain 48
Table 3.5 Guideline of Psychomotor Domain 49
Table 3.6 Criteria of Affective and Psychomotor Domain 49 Table 3.7 Indicator of Activies Observation Result 55 Table 3.8 Criterion of Activities Observation Result
List of Figure
Page
Figure 2.1 The Relationship between Current Affective and Future 15 Behavior
Figure 2.2 Illustration of Jigsaw Group 25
Figure 2.3 Analog (Alcohol Thermometer) and Digital Thermometer 31 Figure 2.4 Comparison of Thermometer Temperature Scale 34 Figure 2.5 Process of Change of Substance Form 35
Figure 2.6 Scheme of Plasma Formation 35
Figure 3.1 Scheme of Research Design 45
Figure 4.1 Bar Chart of Pre-test Data in Experiment and 57 Control Class
Figure 4.2 Bar Chart of Post-test Data in Experiment and 59 Control Class
Figure 4.3 Development of Student’s Learning Outcomes 62 in Affective Domain
Figure 4.4 Development of Student’s Learning Outcomes 63 in Psychomotor Domain
Figure 4.5 Sensitivity Index of Instrument 63
Figure 4.6 Learning Mastery 64
Figure 4.7 Activities Observation Result 65
List of Appendix
Page
Appendix 1. Lesson Plan 1
74
Appendix 2. Lesson Plan 2
76
Appendix 3. Lesson Plan 3
89
Appendix 4. Lesson Plan 4
103
Appendix 5. Student’s Hand Out 1
105
Appendix 6. Student’s Hand Out 2
108 Appendix 7. Specification Table of Learning Outcomes
Test 112
Appendix 8. Pre-test Problems
120
Appendix 9. Post-test Problems
121 Appendix 10. Pre-test and Post-test of Experimental Class 122 Appendix 11. Pre-test and Post-test of Control Class 123 Appendix 12 Pre-test Result of Experimental Class 124 Appendix 13 Pre-test Result of Control Class 125 Appendix 14 Post-test Result of Experimental Class 126 Appendix 15 Post-test Result of Control Class 127 Appendix 16 Calculation of Pre-test and Post-test Average
and Deviation Standard of Experimental Class 12 Appendix 17 Calculation of Pre-test and Post-test Average
and Deviation Standard of Control Class 130
Appendix 18 Normality Test of Data 132
Appendix 19 Homogeneity Test 136
Appendix 20 Hypothesis Test 138
Appendix 26 Learning Mastery 155
Appendix 27 Activities Observation Result 158
Appendix 28 Scoring Guideline of Activities Observation Sheet 162
Appendix 29 Quiz of Students 164
Appendix 30 Student’s Group Reward 165
Appendix 31 Documentation of Research
CHAPTER I INTRODUCTION 1.1. Background
Education is a process to effect students for adaptation in their environment thus will cause a change that enabled them be function in society. This is meant that success or failure of educational objectives depends on how the learning process experienced by students as a protege. Instruction charge of directing this process in order the objectives of these changes can be achieved as desired because the learning process is the core of formal educational activities who the primary role holder is a teacher.
Learning process in the old paradigm was teacher gives knowledge to students passively. In the context of education, the old paradigm means if someone has the knowledge and expertise in a field, he would be able to teach, he did not need to know the proper teaching and learning process: he only needs to pour what he knew, the old paradigm is still considered as an alternative by most of teachers (Wena, 2010: 188) in which the model that they used is still Direct Instruction where students just sat, silent, listen, record and memorize. Though the teacher's task is not only pour some of the information into the minds of students, but teachers as well as a motivator, mediator and facilitator.
From the initial observation at SMA Swasta Muhammadiyah 1 Medan indicates that students grade X were less like Physics lesson, they want to learn it because Physics is a duty subject. They prefer if they are involved in learning process actively like discussion group. This is aimed in order the delivering material is easier for understanding because they are not only listening but also involving actively. In addition, interview result with teacher of Physics (Siti Basariah, S.Pd) found that learning in the classroom more frequently using Direct Instruction learning model because it gives an opportunity in delivery of material detailly. The data obtained show that the Physics mean value of students before remedial in academic year 2011/2012 has not achieved KKM, that is 61.
role is teacher where is considered has the most powerful and dominant role in the school (Hamalik, 2009: 45). As one of the main tasks of teacher is select the appropriate approach or strategy to deliver a lesson in which the main task is closely related to the ability of teachers to improve learning process and outcomes. Selection of an appropriate approach or strategy intended to make teaching and learning activities can be taken place effectively that is expected to help students to improve their ability in accordance with the instructional objectives that will be achieved. It’s same with the opinion of Moh. Uzer Usman (Suryosubroto, 2009:17) that “competent teacher would be able to create an effective learning environment and will be better able to manage the learning
process, so that student learning outcomes are at an optimal level”. In addition, the other aspects that must be mastered and conducted by the teacher in teaching is depends on the chosen model (Rob Nurris in Suryosubroto, 2009: 11).
Cooperative learning is a learning model where students work in small groups to help each other in learning of subject matter. In this learning, student should be able to share, help, discuss and argue each other to hone the knowledge that they control and close the gap in their understanding. Cooperative learning can be used effectively for all levels and types of classes including a special class for talented student even for a class in medium intelligence level and in particular for heterogeneous classes with varying degrees of ability to teach a variety of subjects ranging from the basic ability until problem solving that is complex. It can also be used for class management in learning.
The reasons make cooperative learning are in educational practices because it can improve student’s achievement, develop intergroup relations, acceptance of classmates who are weak in academic, increase self-esteem, growing awareness that students need learn to think, solve problems, integrate and apply their skills and knowledge. In addition, cooperative learning can help make a difference become learning materials and not be as a problem, namely the relations development among of students from different ethnic backgrounds.
This is evident from several researchers who have conducted research about Jigsaw cooperative learning model, including; Jon Hendrik M. Silaban in the " Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Hasil Belajar Siswa Pada Materi Pokok Besaran dan Satuan Kelas X Semester 1 SMAN 1 Air Joman Kisaran Tahun Ajaran 2008/2009 " conducted research as Classroom Action Research (PTK) method by examining student’s' learning activities through observation sheet which shows that by using Jigsaw cooperative learning model in learning can provide improvement of learning outcomes and activities of students, this was can be seen from the mean value of the initial test before the application of Jigsaw cooperative learning model was given as 4.17. After applied Jigsaw cooperative learning model, the student’s learning outcomes increased from 12.6 in cycle I to 14.6 in cycle II. While student’s learning activity was increased as 7.5%. Researcher suggests that attention to the steps in learning to achieve the improvement of learning outcomes and anticipate the time addition of the research.
According to Sri Masvita Tarigan in “Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Hasil Belajar Siswa Di kelas VII Semester I SMP Negeri 30 Medan T.P. 2010/2011" conducted research as quasi-experimental method by designing with pre-test and pos-test and observe how the activities of students during the learning model was applied. Her research show that using Jigsaw cooperative learning model in learning can provide improvement of student’s learning outcomes and activities, this can be seen from the value of student’s learning outcomes which have increased from 37.37 to 70.75. In addition, students also experienced an increase of activities. The constraints of the researcher were not all groups can present results of their discussion for a limited time, the students are paying less attention when the subject matter presented and disturbing friend who caused a stir. Therefore, researcher suggests adjusting the time allocation available to the group discussion, rebuke and advice students who disturb during the learning takes place.
Kelas XI IPA Semester 1 SMA negeri 3 Binjai Tahun Ajaran 2008/2009" conducted research as Classroom Action Research (PTK) method. Her research shows that using the Jigsaw cooperative learning model in learning can provide the improvement of student’s learning outcomes and activities, this can be seen from the results of student learning outcomes has increased from 65.0 in cycle I to 77.5 in cycle II. Researcher suggested that consider the steps and weaknesses in this learning model in order to obtain better an increase of learning outcomes.
According Dwiyatno in “Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Minat dan Kemampuan Mendiskripsikan Materi Fluida dalam Pelajaran Fisika bagi siswa Kelas XI IPA-1 SMA Negeri 2 Purworejo"
conducted research as Classroom Action Research (PTK) method that was performed in two cycles. Researcher measures student’s learning outcomes through observation of students' learning interest. From the research results can be concluded that the Jigsaw cooperative learning model can enhance student’s interest that was activeness in following the learning process from 58% in cycle I to 80% in cycle II. While the percentage of KKM increased from 42.5% in the initial conditions to 56.4% in cycles I and 76.9% in cycle II. As for the suggestion of researcher is necessary to follow up the results of this research in teaching and learning activities at school because based on the results of this research the students is possible to achieve competence, teachers need to innovate from result of this classroom action research so that the issue of learning in the classroom can continue to be pursued to overcome various problems of learning in schools is needed teacher collaboration with various stakeholders including teachers with teachers, peers or lecturer from the college.
“Effectiveness of Jigsaw Cooperative Learning Model in Heat and Temperature
on Student’s Learning Outcomes Grade X SMA Swasta Muhammadiyah 1
Medan in Academic Year 2011/2012”.
1.2. Identification of Problem
Based on background presented above, the problems identification in this research are as follows:
1. Learning model that is often used is Direct Instruction
2. Lack of students involvement in teaching and learning activities 3. The low of student learning outcomes in Physics
1.3. Limitation of Problem
In accordance with the problems identification, then the problems limitation in this research are as follows:
1. The model applied in this research is Jigsaw cooperative learning model 2. Learning topic in this research is Heat and Temperature
3. The research is conducted in SMA Swasta Muhammadiyah 1 Medan grade X semester 2 academic year 2011/2012
1.4. Formulation of Problem
Based on the problems limitation, so the problems formulation contained in this research are as follows:
1. Is there any effect difference of jigsaw cooperative learning model and direct instruction learning model for cognitive domain on student’s learning outcomes in heat and temperature?
2. Is there any effect difference of jigsaw cooperative learning model and direct instruction learning model for affective and psychomotor domains on student’s learning outcomes in heat and temperature?
1.5. Objective of Researh
Referring to the problems formulation, then the objectives to be achieved in this research are as follows:
1. To examine the effect difference of jigsaw cooperative learning model and direct instruction learning model for cognitive domain on student’s learning outcomes in heat and temperature
2. To examine the effect difference of jigsaw cooperative learning model and direct instruction learning model for affective and psychomotor domains on student’s learning outcomes in heat and temperature
3. To examine the effectiveness of jigsaw cooperative learning model on student’s learning outcomes in heat and temperature
1.6. Benefit of Research
The benefits of this research are as follows:
1. For School: can provide good information and donations in order to improve the learning process and school quality through increased student’s achievement and professionalism of teachers working
2. For Teachers: for consideration in selecting or integrating a variety of appropriate learning model class, especially in physics learning
3. For Students: students are more motivated and continue to be active during the learning process takes place, so it can improve learning outcomes and provide a fun learning experience
CHAPTER V
CONCLUSION AND SUGGESTION 5.1. Conclusions
Based on the analysis result of research, it was concluded:
1. There was significant effect difference of jigsaw cooperative learning model and direct instruction learning model for cognitive domain on student’s learning outcomes in heat and temperature. Jigsaw cooperative learning model was better than direct instruction learning model.
2. There were no significant effect difference of jigsaw cooperative learning model and direct instruction learning model for affective and psychomotor domains on student’s learning outcomes in heat and temperature. Both jigsaw cooperative learning model and direct instruction learning model were included in good category.
3. The effectiveness of jigsaw cooperative learning model was high than direct instruction learning model for cognitive domain on student’s learning outcomes in heat and temperature. Furthermore, jigsaw cooperative learning model was more effective than direct instruction learning model on student’s learning outcomes. It was obtained by fulfilling the three requirements of the learning effectiveness, namely index sensitivity of instrument, learning mastery and activities observation result.
5.2. Suggestions
Based on the results and conclusions in this research, there were some suggestions, namely:
2. For further researcher is suggested to be wise in the management of stage in jigsaw cooperative learning model by giving attention to the steps in learning to achieve the improvement of learning outcomes because some stages can be more consumed time than targeted
3. For further researcher is suggested to be more efficient in time
4. For further researcher is suggested to be more creative in managing the classroom
5. For further researcher who want to find out about affective and psychomotor domains is suggested to find out the more appropriate indicators that will be used to assest student’s learning outcomes in order obtain the appropriate result accurately.
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