THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL ON STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME IN ORGANIZATION OF LIFE TOPIC FOR GRADE VII SMP NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2013/2014.
THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL ON
STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME
IN ORGANIZATION OF LIFE TOPIC FOR GRADE VII SMP
NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2013/2014
BY :
Dwi Rahmanarsih
SID 409342019
Biology Bilingual Education Departement
THESIS
Submitted to Fulfill One of the Requirement for the Degree
of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Assalamualaikum. Wr. Wb.
Alhamdulillah, the deepest thank and praise the writer prayed to the
Almighty God, Allah SWT for blessing hence writer is able to finish this thesis
entitled “The Effect of Jigsaw Cooperative Learning Model on Students Learning
Activity and Learning Outcome in Organization of Life Topic for Grade VII SMP
Negeri 1 Tebing Tinggi Academic Year 2013/2014” to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, FMIPA
Unimed.
The writer gratefully acknowledge the deepest gratitude to Dra. Martina
Restuati, M.Si as writer thesis supervisor who has generously spent precious time
in giving the guidance, encouragement, comments and suggestions until this thesis
comes to its present form. The enormous appreciation is addressed to
Prof.Dr.rer.nat.Binari Manurung, M.Si., Drs. Tri Harsono, M.Si, and Dr. Syahmi
Edi, M.Si as the examiners for their criticisms and valuable advices. The writer
would also like to thank Mrs. Dra. Martina A. Napitupulu, M.Sc., as my academic
advisor, Mr. Drs. Tri Harsono, M.Si. as the chairman of Biology Department, and
also to all of the lecturer and staff in Biology Major of MIPA UNIMED who
helped and given motivation to me. Special thanks are extended to Mr. Drs. H.
Adrul as the headmaster SMP Negeri 1 Tebing Tinggi and Mrs. Berliana
Silitonga, S.Pd, as the Biology teacher who helping the writer during the research.
Finally, the writer deeply gratitude and forever indebted to beloved
parents, Minarto, Sp. and Siti Nuramah for their endless love, unfailing support
and encouragement throughout the entire life, and my lovely sister and brother,
Eka Minda Lestari, S.Si., Tri Zulfi Winanda, Catur Hidayatullah, Panca Taufik
Kurahman for their support, guidance and kindness. Lucky to have amazing
friends in Biology Bilingual’09 for togetherness during this four years, Mizanina
Adlini, S.Pd., Shofia Lubis, S.Pd., Hafizha Dini Nst, S.Pd., Dewi Syahfitri
Tanjung, S.Pd., Suciati Primasari, S.Pd., Vitri Juliani, S.Pd., Ismi Raudha, S.Pd.,
Sri Hayuni, S.Pd., Devie Wani, S.Pd., Aini Nurmala Siregar, S.Pd., Dian Arisandi
v
Eka Putra Sembiring, Asri Ivo Hutahuruk, S.Pd., S.Pd., Rilly Andika, S.Pd., Siti
Indriani Tambunan, S.Pd., Syamsiah Hasibuan, S.Pd., Remli Nelmian Simarmata,
S.Pd., Nella Kristina Simanjuntak, S.Pd., Rina Maya Sari Purba, S.Pd., Triana
Gultom, S.Pd., Wiwik Simanjuntak, S.Pd., Mawaddah Nst, S.Pd., Tresia
Sihombing, S.Pd. and Nuraisyiah, S.Pd. Thank all the people who helping and
supporting the writer in any other way. May Allah reward all those who have
contributed in the completion of this thesis. Hopefully, this thesis will be
beneficial to contribute ideas in education.
Alhamdulillahirabbil’alamin......
Medan,
Writer,
January 2014
Dwi Rahmanarsih
SID. 409342019
iii
THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL ON
STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME
IN ORGANIZATION OF LIFE TOPIC FOR GRADE VII SMP
NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2013/2014
DWI RAHMANARSIH (409342019)
ABSTRACT
The objectives of this research are to find out: (1) the effect of Jigsaw Cooperative
Learning Model on students’ activity, (2) the effect of Jigsaw Cooperative
Learning Model on students’ learning outcome, in organization of life topic. A
quasi experimental research with pretest and posttest control group design was
used in this research. The population of this research was all of grade VII students
of SMP Negeri 1 Tebing Tinggi. There were 2 classes chosen as the sample by
applying cluster random sampling technique. Experimental class was taught by
Jigsaw Cooperative Learning Model while control class was taught by direct
instruction model. The instruments used to obtain the data were observation sheet
as non-test instrument and cognitive test in form of multiple choices as test
instrument. The observation results showed that students’ activity in both research
classes is significantly different. The students in experiment class were more
active than students in control class by the average percentage of 67.87% and
19.60% respectively. It means that Jigsaw Cooperative Learning Model gave an
effect to students’ activity. The test instrument data were analyzed by using t-test.
The result of hypothesis test for the pre test showed that tcount = 0.062 < ttable =
1.672 at the level significance of 0.05, means H0 is accepted and Ha is rejected. It
means that there is no significant different between pretest score in experiment
class with control class. For post test showed that tcount = 5.9 > ttable = 1.72 at the
level significance of 0.05, means that Ha was accepted and H0 was rejected. It can
be concluded that there is an effect of Jigsaw Cooperative Learning Model on
students’ learning outcome. Learning outcome of students that taught with Jigsaw
Cooperative Learning Model showed better results than students that taught with
direct instruction model. On the whole, Jigsaw Cooperative Learning Model gave
good effect to students’ activity and learning outcome in organization of life topic
for grade VII SMP 1 Tebing Tinggi academic year 2013/2014.
Keywords: Jigsaw Cooperative Learning Model, students’ activity, learning
outcome.
vi
TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Scheme
List of Appendices
Pages
i
ii
iii
iv
vi
viii
ix
x
xi
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
Background
Problem Identification
Problem Scope
Problem Questions
Research Objectives
Significances of Research
1
3
3
4
4
4
CHAPTER II LITERATURE REVIEW
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.2.
2.2.1
2.2.2
2.2.3
2.3
2.4
Theoretical Framework
The Essential of Learning
Process and Learning Phase
Learning Activity
Learning Factors
Learning Outcomes
Learning Outcomes Evaluation
Cooperative Learning
Understanding Cooperative learning
Cooperative Learning Objectives
Jigsaw type of cooperative learning model
Organization of Life
Research Hypothesis
5
5
5
6
7
8
9
10
10
12
12
14
28
CHAPTER III RESEARCH METHODOLOGY
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Location and Time
Population and Sample
Research Variables
Research Design
Research Instrument
Research Procedure
Data Analysis
30
30
30
30
31
36
40
vii
CHAPTER IV RESULT AND DISCUSSION
4.1 Result
4.1.1 Description of Research Data
4.1.1.1 Students’ Activity
4.1.1.2 Students’ Learning Outcome
4.1.2 Analysis of Research Data
4.2 Discussion
43
43
43
44
45
46
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
50
50
REFERENCES
51
APPENDICES
53
ix
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
8
Table 2.2 Cooperative learning model consists of six phases
11
Table 2.3 Comparison of features of prokaryotic and eukaryotic cells
15
Table 2.4 Comparison of structures between animal and plant cells
19
Table 3.1 Test research design
31
Table 3.2 Grating test students learning outcome in the Organization
32
of life
Table 3.3 Difficulty level
35
Table 4.1 Observation result of students’ activity
43
viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
The cells of eukaryotes (left) and prokaryotes (right)
Animal cell
Plant cell structure
Animal and human tissues
Plant tissue
Pages
15
16
18
21
23
xi
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
53
Appendix 2
Lesson plan of experimental class
54
Appendix 3
Lesson plan of control class
63
Appendix 4. Test Instrument
69
Appendix 5. Non-Test Instrument
74
Appendix 6
Calculation of test instrument
77
Appendix 7
Validity and reliability of test instrument
84
Appendix 8
Table of ítem discriminant
85
Appendix 9
Result of research data
86
Appendix 10 Calculation of normality test
95
Appendix 11 Calculation of homogeneity test
97
Appendix 12 Hypothesis testing
98
Appendix 13 Product moment table
101
Appendix 14 Liliefors table
102
Appendix 15 F-distribution table
103
Appendix 16 Table of t distribution value
106
Appendix 17 Research documentation
107
1
CHAPTER I
INTRODUCTION
1.1. Background
At present now a lot of criticism directed on the teachers’ way to teach
which put too much emphasis on the mastery of just a number of information or
concepts rather than the teaching learning process itself. In general, the process of
education and teaching in schools today is still running in the classical style,
which means that a teacher in the classroom faces the number of students between
20-40 students in the same time and delivers the same learning materials as well.
Teachers often use the same model to the whole students. In this classical
teaching, the teachers assume that all students of the class have not different
ability, different readiness and different maturity. Actually, each person has
different characteristics - different from one to another one. One such individual
differences is the ability, so we often found in each class that the students group
that has a high, medium and low capability. Nowadays, teachers use the learning
models that have not been able to appreciate and accommodate the individual
differences of students. In the implementation of the learning process ,the teachers
teaching by same service for all the students, whether it is for the high, medium
and low ability of student. The students have different learning speeds and they
can get the service of learning is depended on each of their abilities. Students who
are slower still left behind, while students who are faster get the optimal service
learning. This learning process that takes place in the class can not encourage
students to progress and develop according to each of their abilities.
The results of researcher interviews with a Biology teacher at SMP Negeri
1 Tebing Tinggi, Mrs. Berliana Silitonga, S.Pd., learning process in class is still
very less effective. Teacher usually use direct instruction model in learning
process. One contributing factor, is that the students less active in the learning
process. It can be seen in the learning process, students pay less attention in
teaching process, they just listened to the teaching’s lectures, did not ask questions
on other class activities. The facts that occurred when the learning process is less
2
enthusiastic following of students in learning activities. When the teacher asked,
many students were not able to answer. The students ability to remember newly
learned material is very low or they are quickly forget the lesson they just learned.
Thus, probably it is why formative test scores of students for organization of life
is still below the Kriteria Ketuntasan Minimum (KKM). KKM value in SMP
Negeri 1 Tebing Tinggi at VII Class is 75, and that almost all of the students’
formative test results below the KKM and also almost all of the students were not
active in the class.
There are a number of potential approach to improve this learning process
and outcome, namely the teacher’s teaching approach, method or model.
Cooperative learning comprises “instructional methods in which teachers organize
students into small groups, which then work together to help one another learn
academic content” (Slavin, 1996). Jigsaw learning, one kind of cooperative
learning method developed by Aronson in Tran (2012), helps students break
learning materials into manageable learning pieces, and then has students teach
others the piece they have mastered, consequently combining these pieces into
one whole. Jigsaw learning is based on the perspective that each student will first
become “an expert” in a small part of the whole learning material, and then teach
other students in his group this part of the material.
According to Slavin (1996), jigsaw is considered a very good model
candidate to be studied since this model will improve students learning outcomes,
the activities of students in the teaching, and learning process. This model is also
considered suitable for a medium class size (20 up to 40 students).
The Jigsaw models were developed for narrative materials in the core
content areas like social studies, science, literature, and other school subjects in
which the goal is to learn concepts rather than skills by Robinson (1991).
Heterogeneous groups of students are given sections or chapters of material to
read and teach "their topic" or a part of the text to others in their group. The
Jigsaw models rely primarily on grade level texts and other printed materials.
According to Jacobs (1997) jigsaw encourages positive interdependence
and individual accountability because each member has different resources, which
3
they must contribute to the group in order for it to successfully complete the task
at the end of the activity. Social psychologists believe that by paying attention to
these group dynamics factors, educators create an environment in which students
feel support from peers, an environment in which they can take risks. Such an
environment is essential for thinking.
Based on the description of jigsaw model, it is suitable to apply Jigsaw
Cooperative Learning Model in this class for my research. Thus, it can make the
effect on student’s learning activity and learning outcome in learning process. So
my research title is “The Effect of Jigsaw Cooperative Learning Model on
Students Learning Activity and Learning Outcome in Organization of Life Topic
for Grade VII SMP Negeri 1 Tebingtinggi Academic Year 2013/2014”.
1.2. Problem Identification
Based on the above background, the problems can be identified are as
follows:
1. The learning model that is used by the teacher nowadays still can not
improve students learning activity and learning outcome.
2. The student learning outcome is low, especially in biology subject.
3. Students ability to remember is low, especially in biology subject.
4. Students in the class is not active, so teaching and learning process still
very less effective.
1.3. Problem Scope
The problems of this research was limited to the students learning
activities and students learning outcome. This research was limited the use of two
teaching models namely Jigsaw Cooperative Learning Model and direct
instruction model was independent variable. The topic taught in this research was
organization of life and the students learning activities and students learning
outcome was dependent variable. This research is planned to be carried out in VII
Class of SMP Negeri 1 Tebing Tinggi 2013/2014
4
1.4 Problem Questions
The problems with restrictions on the formulation in this research are:
1. Is there any effect of Jigsaw Cooperative Learning Model on students’
learning activity in organization of life topic for grade VII SMP Negeri
1 Tebing Tinggi academic year 2013/2014?
2. Is there any effect of Jigsaw Cooperative Learning Model on students’
learning outcome in organization of life topic for grade VII SMP
Negeri 1 Tebing Tinggi academic year 2013/2014?
1.5. Research Objectives
Based on the formulation of the problem described above, the objectives
of this research to find out:
1. To know the effect of Jigsaw Cooperative Learning Model on
students’ learning activity in organization of life topic for grade VII
SMP Negeri 1 Tebing Tinggi academic year 2013/2014.
2. To know the effect of Jigsaw Cooperative Learning Model on
students’ learning outcome in organization of life topic for grade VII
SMP Negeri 1 Tebing Tinggi academic year 2013/2014.
1.6. Significances of Research
The expected benefits of research in this study are:
1. For researcher, as an input and motivation to carry out the profession
as a teacher.
2. For the teachers, as an input especially, for the teachers of biology in
selecting appropriate learning method in learning biology.
3. For the students, this research was improve the students learning
outcome and also the students learning activities, and the students was
work together in group to develop a social skill.
4. For the school, as an input in improving students learning activity and
learning outcome.
51
REFERENCES
Arikunto, S. (2010). Prosedur Penelitan Suatu Pendekatan Praktik. Jakarta:
Penerbit Rineka Cipta.
Arikunto, S. (2011). Dasar-dasar Evaluasi Pendidikan. Jakarta: Penerbit Bumi
Aksara.
Azizah, Nur. (2013). Pengaruh Metode Pembelajaran Jigsaw Terhadap Hasil
Belajar Mata Pelajaran Dasar Kompetensi Kejuruan di SMK Wongsorejo
Gombong. Thesis. Program Studi Pendidikan Teknik Mesin Fakultas
Teknik. Universitas Negeri Yogyakarta, Yogyakarta.
Dunn, L. (2002). Theories of Learning. Oxford Centre for Staff and Learning
Development-Learning and Teaching Briefing Papers Series: 1-3.
Efe, R. and Hulya, A. (2011). Using student group leaders to motivate students in
cooperative learning methods in crowded classrooms. Educational
Research and Reviews, 6 : 187-196.
Felder, R. M. and Rebecca, B. (2007). Cooperative Learning. Department of
Chemical Engineering, N.C. State University, Raleigh, NC 27695-7905
Education Designs, Inc., Cary, NC 27518.
Gholami, G. (2011). The Effect of Cooperative Learning on Academicn
Achievement, Journal of American Science, 7 : 596-599
Gravells, A. (2008). Preparing to Teach in the Lifelong Learning Sector. Great
Britain: Bell and Bain Ltd.
Haghighi, A. 2006. Reverse-Traditional/Hands On: An Alternative Method Of
Teaching Statistics. Applications and Applied Mathematics (AAM): An
International Journal. USA.
Ha¨nze a, M. And Roland, B. (2007). Cooperative learning, motivational effects,
and student characteristics: An experimental study comparing cooperative
learning and direct instruction in 12th grade physics classes. Institute of
Psychology, FB 7, University of Kassel, Hollaendische Strasse 36, 34109
Kassel, Germany.
Jacobs, G. M., Lee, C, and Ng, M. (1997). Co-operative learning in the thinking
classroom. Paper presented at the International Conference on Thinking,
Singapore.
Meier, D. (2000). The Accelerated Learning Handbook. New York: McGraw-Hill.
52
Oemar, H. (2003). Proses Belajar Mengajar. Jakarta: PT. Bumi Aksara.
Purwanto, N. (2004). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung:
Remaja Rosdakarya.
Robinson, A. (1991). Cooperative Learning and the Academically Talented
Student. Arkansas: University of Arkansas at Little Rock Little Rock
Rusman. (2010). Model Pembelajaran Mengembangkan Profesionalisme Guru.
Jakarta: Penerbit Raja Grafindo Persada.
Silberman, M. L. (1996). Active Learning: 101 Strategies to Teach Any Subject.
USA: Allyn and Bacon.
Slavin, R. E. (1996). Research on Cooperative Learning and Achievement: What
We Know, What We Need to Know. Contemporary Educational
Psychology, 21 : 43–69
Slameto. (2003). Belajar dan Faktor yang Mempengaruhinya. Jakarta: Rineka
Cipta.
Sudjana, N. (2009). Penilaian Hasil Belajar Mengajar. Bandung: PT Remaja
Rosdakarya.
Sugiarto, T. and Eny, I. (2008). Ilmu Pengetahuan Alam Kelas VII SMP/MTS.
Jakarta: Pusat Pembukuan Departemen Pendidikan Nasional.
Supridjono, A. (2009). Cooperative Learning. Yogyakarta: Pustaka Belajar.
Syah, M. (2010). Psikologi Pendidikan. Bandung: PT Remaja Rosdakarya.
Tobing. (2012). The Effectiveness of Laboratory Experiment Method to Increase
Activity and Student Achievement on Teaching Salt Hydrolisis. Skripsi,
FMIPA UNIMED. Medan
Tran, V. and Ramon, L. (2012). The Effects of Jigsaw Learning on Students’
Attitudes in a Vietnamese Higher Education Classroom. International
Journal of Higher Education, 1 : 2.
Winarsih, A., Agung, N., (2008). IPA Terpadu untuk SMP/MTS Kelas VII.
Jakarta: Pusat Pembukuan Departemen Pendidikan Nasional.
STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME
IN ORGANIZATION OF LIFE TOPIC FOR GRADE VII SMP
NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2013/2014
BY :
Dwi Rahmanarsih
SID 409342019
Biology Bilingual Education Departement
THESIS
Submitted to Fulfill One of the Requirement for the Degree
of Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
iv
ACKNOWLEDGEMENT
Assalamualaikum. Wr. Wb.
Alhamdulillah, the deepest thank and praise the writer prayed to the
Almighty God, Allah SWT for blessing hence writer is able to finish this thesis
entitled “The Effect of Jigsaw Cooperative Learning Model on Students Learning
Activity and Learning Outcome in Organization of Life Topic for Grade VII SMP
Negeri 1 Tebing Tinggi Academic Year 2013/2014” to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, FMIPA
Unimed.
The writer gratefully acknowledge the deepest gratitude to Dra. Martina
Restuati, M.Si as writer thesis supervisor who has generously spent precious time
in giving the guidance, encouragement, comments and suggestions until this thesis
comes to its present form. The enormous appreciation is addressed to
Prof.Dr.rer.nat.Binari Manurung, M.Si., Drs. Tri Harsono, M.Si, and Dr. Syahmi
Edi, M.Si as the examiners for their criticisms and valuable advices. The writer
would also like to thank Mrs. Dra. Martina A. Napitupulu, M.Sc., as my academic
advisor, Mr. Drs. Tri Harsono, M.Si. as the chairman of Biology Department, and
also to all of the lecturer and staff in Biology Major of MIPA UNIMED who
helped and given motivation to me. Special thanks are extended to Mr. Drs. H.
Adrul as the headmaster SMP Negeri 1 Tebing Tinggi and Mrs. Berliana
Silitonga, S.Pd, as the Biology teacher who helping the writer during the research.
Finally, the writer deeply gratitude and forever indebted to beloved
parents, Minarto, Sp. and Siti Nuramah for their endless love, unfailing support
and encouragement throughout the entire life, and my lovely sister and brother,
Eka Minda Lestari, S.Si., Tri Zulfi Winanda, Catur Hidayatullah, Panca Taufik
Kurahman for their support, guidance and kindness. Lucky to have amazing
friends in Biology Bilingual’09 for togetherness during this four years, Mizanina
Adlini, S.Pd., Shofia Lubis, S.Pd., Hafizha Dini Nst, S.Pd., Dewi Syahfitri
Tanjung, S.Pd., Suciati Primasari, S.Pd., Vitri Juliani, S.Pd., Ismi Raudha, S.Pd.,
Sri Hayuni, S.Pd., Devie Wani, S.Pd., Aini Nurmala Siregar, S.Pd., Dian Arisandi
v
Eka Putra Sembiring, Asri Ivo Hutahuruk, S.Pd., S.Pd., Rilly Andika, S.Pd., Siti
Indriani Tambunan, S.Pd., Syamsiah Hasibuan, S.Pd., Remli Nelmian Simarmata,
S.Pd., Nella Kristina Simanjuntak, S.Pd., Rina Maya Sari Purba, S.Pd., Triana
Gultom, S.Pd., Wiwik Simanjuntak, S.Pd., Mawaddah Nst, S.Pd., Tresia
Sihombing, S.Pd. and Nuraisyiah, S.Pd. Thank all the people who helping and
supporting the writer in any other way. May Allah reward all those who have
contributed in the completion of this thesis. Hopefully, this thesis will be
beneficial to contribute ideas in education.
Alhamdulillahirabbil’alamin......
Medan,
Writer,
January 2014
Dwi Rahmanarsih
SID. 409342019
iii
THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL ON
STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME
IN ORGANIZATION OF LIFE TOPIC FOR GRADE VII SMP
NEGERI 1 TEBING TINGGI ACADEMIC YEAR 2013/2014
DWI RAHMANARSIH (409342019)
ABSTRACT
The objectives of this research are to find out: (1) the effect of Jigsaw Cooperative
Learning Model on students’ activity, (2) the effect of Jigsaw Cooperative
Learning Model on students’ learning outcome, in organization of life topic. A
quasi experimental research with pretest and posttest control group design was
used in this research. The population of this research was all of grade VII students
of SMP Negeri 1 Tebing Tinggi. There were 2 classes chosen as the sample by
applying cluster random sampling technique. Experimental class was taught by
Jigsaw Cooperative Learning Model while control class was taught by direct
instruction model. The instruments used to obtain the data were observation sheet
as non-test instrument and cognitive test in form of multiple choices as test
instrument. The observation results showed that students’ activity in both research
classes is significantly different. The students in experiment class were more
active than students in control class by the average percentage of 67.87% and
19.60% respectively. It means that Jigsaw Cooperative Learning Model gave an
effect to students’ activity. The test instrument data were analyzed by using t-test.
The result of hypothesis test for the pre test showed that tcount = 0.062 < ttable =
1.672 at the level significance of 0.05, means H0 is accepted and Ha is rejected. It
means that there is no significant different between pretest score in experiment
class with control class. For post test showed that tcount = 5.9 > ttable = 1.72 at the
level significance of 0.05, means that Ha was accepted and H0 was rejected. It can
be concluded that there is an effect of Jigsaw Cooperative Learning Model on
students’ learning outcome. Learning outcome of students that taught with Jigsaw
Cooperative Learning Model showed better results than students that taught with
direct instruction model. On the whole, Jigsaw Cooperative Learning Model gave
good effect to students’ activity and learning outcome in organization of life topic
for grade VII SMP 1 Tebing Tinggi academic year 2013/2014.
Keywords: Jigsaw Cooperative Learning Model, students’ activity, learning
outcome.
vi
TABLE OF CONTENT
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Content
List of Figures
List of Tables
List of Scheme
List of Appendices
Pages
i
ii
iii
iv
vi
viii
ix
x
xi
CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
Background
Problem Identification
Problem Scope
Problem Questions
Research Objectives
Significances of Research
1
3
3
4
4
4
CHAPTER II LITERATURE REVIEW
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.2.
2.2.1
2.2.2
2.2.3
2.3
2.4
Theoretical Framework
The Essential of Learning
Process and Learning Phase
Learning Activity
Learning Factors
Learning Outcomes
Learning Outcomes Evaluation
Cooperative Learning
Understanding Cooperative learning
Cooperative Learning Objectives
Jigsaw type of cooperative learning model
Organization of Life
Research Hypothesis
5
5
5
6
7
8
9
10
10
12
12
14
28
CHAPTER III RESEARCH METHODOLOGY
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Location and Time
Population and Sample
Research Variables
Research Design
Research Instrument
Research Procedure
Data Analysis
30
30
30
30
31
36
40
vii
CHAPTER IV RESULT AND DISCUSSION
4.1 Result
4.1.1 Description of Research Data
4.1.1.1 Students’ Activity
4.1.1.2 Students’ Learning Outcome
4.1.2 Analysis of Research Data
4.2 Discussion
43
43
43
44
45
46
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendation
50
50
REFERENCES
51
APPENDICES
53
ix
LIST OF TABLES
Table 2.1 Revised Bloom’s taxonomy – cognitive domain
Pages
8
Table 2.2 Cooperative learning model consists of six phases
11
Table 2.3 Comparison of features of prokaryotic and eukaryotic cells
15
Table 2.4 Comparison of structures between animal and plant cells
19
Table 3.1 Test research design
31
Table 3.2 Grating test students learning outcome in the Organization
32
of life
Table 3.3 Difficulty level
35
Table 4.1 Observation result of students’ activity
43
viii
LIST OF FIGURES
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
The cells of eukaryotes (left) and prokaryotes (right)
Animal cell
Plant cell structure
Animal and human tissues
Plant tissue
Pages
15
16
18
21
23
xi
LIST OF APPENDICES
Pages
Appendix 1
Syllabus
53
Appendix 2
Lesson plan of experimental class
54
Appendix 3
Lesson plan of control class
63
Appendix 4. Test Instrument
69
Appendix 5. Non-Test Instrument
74
Appendix 6
Calculation of test instrument
77
Appendix 7
Validity and reliability of test instrument
84
Appendix 8
Table of ítem discriminant
85
Appendix 9
Result of research data
86
Appendix 10 Calculation of normality test
95
Appendix 11 Calculation of homogeneity test
97
Appendix 12 Hypothesis testing
98
Appendix 13 Product moment table
101
Appendix 14 Liliefors table
102
Appendix 15 F-distribution table
103
Appendix 16 Table of t distribution value
106
Appendix 17 Research documentation
107
1
CHAPTER I
INTRODUCTION
1.1. Background
At present now a lot of criticism directed on the teachers’ way to teach
which put too much emphasis on the mastery of just a number of information or
concepts rather than the teaching learning process itself. In general, the process of
education and teaching in schools today is still running in the classical style,
which means that a teacher in the classroom faces the number of students between
20-40 students in the same time and delivers the same learning materials as well.
Teachers often use the same model to the whole students. In this classical
teaching, the teachers assume that all students of the class have not different
ability, different readiness and different maturity. Actually, each person has
different characteristics - different from one to another one. One such individual
differences is the ability, so we often found in each class that the students group
that has a high, medium and low capability. Nowadays, teachers use the learning
models that have not been able to appreciate and accommodate the individual
differences of students. In the implementation of the learning process ,the teachers
teaching by same service for all the students, whether it is for the high, medium
and low ability of student. The students have different learning speeds and they
can get the service of learning is depended on each of their abilities. Students who
are slower still left behind, while students who are faster get the optimal service
learning. This learning process that takes place in the class can not encourage
students to progress and develop according to each of their abilities.
The results of researcher interviews with a Biology teacher at SMP Negeri
1 Tebing Tinggi, Mrs. Berliana Silitonga, S.Pd., learning process in class is still
very less effective. Teacher usually use direct instruction model in learning
process. One contributing factor, is that the students less active in the learning
process. It can be seen in the learning process, students pay less attention in
teaching process, they just listened to the teaching’s lectures, did not ask questions
on other class activities. The facts that occurred when the learning process is less
2
enthusiastic following of students in learning activities. When the teacher asked,
many students were not able to answer. The students ability to remember newly
learned material is very low or they are quickly forget the lesson they just learned.
Thus, probably it is why formative test scores of students for organization of life
is still below the Kriteria Ketuntasan Minimum (KKM). KKM value in SMP
Negeri 1 Tebing Tinggi at VII Class is 75, and that almost all of the students’
formative test results below the KKM and also almost all of the students were not
active in the class.
There are a number of potential approach to improve this learning process
and outcome, namely the teacher’s teaching approach, method or model.
Cooperative learning comprises “instructional methods in which teachers organize
students into small groups, which then work together to help one another learn
academic content” (Slavin, 1996). Jigsaw learning, one kind of cooperative
learning method developed by Aronson in Tran (2012), helps students break
learning materials into manageable learning pieces, and then has students teach
others the piece they have mastered, consequently combining these pieces into
one whole. Jigsaw learning is based on the perspective that each student will first
become “an expert” in a small part of the whole learning material, and then teach
other students in his group this part of the material.
According to Slavin (1996), jigsaw is considered a very good model
candidate to be studied since this model will improve students learning outcomes,
the activities of students in the teaching, and learning process. This model is also
considered suitable for a medium class size (20 up to 40 students).
The Jigsaw models were developed for narrative materials in the core
content areas like social studies, science, literature, and other school subjects in
which the goal is to learn concepts rather than skills by Robinson (1991).
Heterogeneous groups of students are given sections or chapters of material to
read and teach "their topic" or a part of the text to others in their group. The
Jigsaw models rely primarily on grade level texts and other printed materials.
According to Jacobs (1997) jigsaw encourages positive interdependence
and individual accountability because each member has different resources, which
3
they must contribute to the group in order for it to successfully complete the task
at the end of the activity. Social psychologists believe that by paying attention to
these group dynamics factors, educators create an environment in which students
feel support from peers, an environment in which they can take risks. Such an
environment is essential for thinking.
Based on the description of jigsaw model, it is suitable to apply Jigsaw
Cooperative Learning Model in this class for my research. Thus, it can make the
effect on student’s learning activity and learning outcome in learning process. So
my research title is “The Effect of Jigsaw Cooperative Learning Model on
Students Learning Activity and Learning Outcome in Organization of Life Topic
for Grade VII SMP Negeri 1 Tebingtinggi Academic Year 2013/2014”.
1.2. Problem Identification
Based on the above background, the problems can be identified are as
follows:
1. The learning model that is used by the teacher nowadays still can not
improve students learning activity and learning outcome.
2. The student learning outcome is low, especially in biology subject.
3. Students ability to remember is low, especially in biology subject.
4. Students in the class is not active, so teaching and learning process still
very less effective.
1.3. Problem Scope
The problems of this research was limited to the students learning
activities and students learning outcome. This research was limited the use of two
teaching models namely Jigsaw Cooperative Learning Model and direct
instruction model was independent variable. The topic taught in this research was
organization of life and the students learning activities and students learning
outcome was dependent variable. This research is planned to be carried out in VII
Class of SMP Negeri 1 Tebing Tinggi 2013/2014
4
1.4 Problem Questions
The problems with restrictions on the formulation in this research are:
1. Is there any effect of Jigsaw Cooperative Learning Model on students’
learning activity in organization of life topic for grade VII SMP Negeri
1 Tebing Tinggi academic year 2013/2014?
2. Is there any effect of Jigsaw Cooperative Learning Model on students’
learning outcome in organization of life topic for grade VII SMP
Negeri 1 Tebing Tinggi academic year 2013/2014?
1.5. Research Objectives
Based on the formulation of the problem described above, the objectives
of this research to find out:
1. To know the effect of Jigsaw Cooperative Learning Model on
students’ learning activity in organization of life topic for grade VII
SMP Negeri 1 Tebing Tinggi academic year 2013/2014.
2. To know the effect of Jigsaw Cooperative Learning Model on
students’ learning outcome in organization of life topic for grade VII
SMP Negeri 1 Tebing Tinggi academic year 2013/2014.
1.6. Significances of Research
The expected benefits of research in this study are:
1. For researcher, as an input and motivation to carry out the profession
as a teacher.
2. For the teachers, as an input especially, for the teachers of biology in
selecting appropriate learning method in learning biology.
3. For the students, this research was improve the students learning
outcome and also the students learning activities, and the students was
work together in group to develop a social skill.
4. For the school, as an input in improving students learning activity and
learning outcome.
51
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