Effects of the Jigsaw and Teams Game Tournament (TGT) Cooperative Learning on the Learning Motivation and Mathematical Skills of Junior High School Students

This study aims to: 1) describe the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of junior high school (JHS) students, and 2) investigate the significant difference in the learning motivation and mathematical skills between the JHS students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning. This study was a quasi-experimental study using the non-equivalent pretest and posttest group design. This study involved two experimental classes. The research population comprised Year VII students of SMP Pembangunan Piyungan and the research sample consisted of two classes selected from all Year VII groups, with Year VII.A receiving a treatment of the jigsaw cooperative learning and Year VII.B receiving a treatment of the TGT cooperative learning. The instruments consisted of a test, i.e. a mathematical skill test, and a non-test, i.e. a questionnaire of mathematics learning motivation. To investigate the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of JHS students, the data were analyzed using the one sample test. To investigate the significant difference in the learning motivation and mathematical skills between the students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning, the data were analyzed using the T2 Hotelling. To compare the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of the students, the data were analyzed using the t-test. The normality was tested using the univariate approach, namely the Kolmogorov Smirnov, the homogeneity using the Box' M test, and the equivalence of the variance-covariance matrix using the Levene's test. The results of the study show that: 1) the jigsaw cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 2) the TGT cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 3) there is a difference in the effectiveness of the jigsaw and TGT cooperative learning in the JHS students’ mathematical skills and mathematics learning motivation; 4) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematics learning motivation; and 5) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematical skills. Keyword: Cooperative Learning, Jigsaw, Teams Game Turnament, Learning Motivation, Mathematics Skill

Effect of Cooperative Learning Method Jigsaw Type to Learning Motivation and Learning Outcome in Student

Each educational unit has a system to produce qualified graduates. Higher education system in Indonesia has four main stages namely input, process, output and outcomes. To produce quality outcomes, it is necessary to improve the learning process. One of the efforts to improve the learning process is by using the method of learning in accordance with the Competency Based Curriculum that is cooperative learning method, one of these methods that can be applied is cooperative learning method jigsaw. The purpose of this study is to determine the effect of jigsaw cooperative learning methods on motivation and student learning outcomes in Diploma Program Nursing of STIKes Kepanjen. This research method using quantitative method with quasi experimental design with pre-test-post-test, statistical test used is paired sample t-test. The results of this study indicate that the provision of learning methods using cooperative type Jigsaw can affect student motivation and learning outcome

Effects of Cooperative Learning Model Type Stad Just-in TIME Based on the Results of Learning Teaching Physics Course in Physics School in Physics Program Faculty Unimed

Research was aimed to determine: (1) Students' learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2) Students' outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in student

THE DEVELOPMENT OF SOFT SKILL ASPECT THROUGH COOPERATIVE LEARNING STRATEGY ON ELECTRONIC CIRCUIT LESSON FOR THE XIITH GRADE STUDENT AT DEPONTMENT OF AUDIO-VIDEO ENGINEERING IN SMK N 2 KLATEN

This research is development or increase of soft skills for student with cooperative learning strategy so that development process of soft skills can do in the study classroom, for example commitment, responsibility, cooperate, creativity and ethics. Beside that for knowing, what of soft skills with cooperative learning strategy can increase of soft skills for student compare with conventional method or discourse method in the study classroom can be doing by student XIIth class of 2 Klaten vocational high school. This research is Classroom Action Research execute at 2 Klaten vocational High school. Every cycle begin from planning, action, observation and reflection. Data analyst is doing to compare between the observation result of cycle I, Cycle II, and cycle III with qualitative description method which to clear with the mean of percent of soft skills who have a student. The result of the research is cooperative learning can be development of soft skills for student on commitment aspect, responsibility, cooperate, creativity and ethics with step that is group discussion and practice. The mean of soft skills who have student base observation at cycle I are 53,20 % (enough), Cycle II are 61,20 % (high) and cycle III are 64,80 % (high). While the observation result in soft skills aspect, is commitment aspect beginning at cycle I are 52 % (enough), cycle II are 63 % (high) and cycle III are 66 % (high). In the responsibility aspect beginning at cycle I are 53 % (enough), cycle II are 59 % (enough) and cycle III are 60 % (high), in the cooperate aspect beginning at cycle I are 55 % (enough), cycle II are 70 % (high) and cycle III are 71 % (high), in the creativity aspect beginning at cycle I are 53 % (enough), cycle II are 59 % (enough) and cycle III are 63 % (high), and in the ethics aspect beginning at cycle I are 53 % (enough), cycle II are 55 % (enough) and cycle III are 62 % (high), from of all observation result above, so can be said in general soft skills for student experiencing development with using cooperative learning strategy in the study classroom. Keyword : Cooperative Learning, soft skills, commitment, responsibility, cooperate, creativity and ethic

DEVELOPING STUDENTS’ SOFT SKILL THROUGH COOPERATIVE LEARNING METHOD (JIGSAW TYPE) AT SMK MUDA PATRIA KALASAN

This research was aimed to develop and increase students’ soft skill by applying cooperative learning strategy (jigsaw type). There are four points emphasized in this research, that is discipline, responsibility, creativity, and communication. However, this research also conducted to prove that the cooperative learning (jigsaw type) was able to improve students’ soft skill in compare to the conventional method used in grade X electronics department students at SMK Muda Patria Kalasan. This research was an action research (Kemmis model), and it was conducted in three cycles. Each cycle consists of several meetings, and each meeting was done by some steps: planning, action, observation, and reflection. The subjects of this research were 20 male students of Grade X. Observation sheet was used as a research instrument. The data about students’ activity were obtained through class observation to compare students’ soft skill level in each cycle. Field notes were used to describe about all the condition and situation of the class in each cycle. The results of this research show that the implementation of cooperative learning (jigsaw type) is able to develop students’ soft skill in each cycle, such as students’ responsibility to themselves and to the group, improving students’ discipline, initiating students’ creativity, and also increasing students’ communication skill so that they become more active in class either with their friends or teacher. The observation result of this research shows that there is an improvement on students’ activity in each cycle. The percentage of the improvement also increases from time to time. The pre-cycle average percentage of students’ soft skill is 40.38% (low), then it is 51.79% (medium) in cycle I. In cycle II, the percentage increases to 61.88% (high) and become higher in cycle III (73.82%). According to those improvements, it can be conclude that the implementation of cooperative learning method (jigsaw type) is able to develop grade X students’ soft skill at SMK Muda Patria Kalasan. Keywords: Action Research, cooperative learning jigsaw, soft skil

Socioscientific decision making in the science classroom: the effect of embedded metacognitive instructions on students' learning outcomes

The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed