THE EFFECT OF COOPERATIVE LEARNING MODEL OF JIGSAW TYPE USING ANIMATION ON STUDENTS CONCEPTUAL KNOWLEDGE IN X CLASS MAN 3 MEDAN.

THE EFFECT OF COOPERATIVE LEARNING MODEL OF
JIGSAW TYPE USING ANIMATION ON STUDENT’S
CONCEPTUAL KNOWLEDGE IN X CLASS
MAN 3 MEDAN A.Y.2014/2015

By:
Zehan Yuliana Sitorus
ID Number.4113322010
Bilingual Physics Education Study Program

THESIS
Submitted ssto Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015

iv

PREFACE

The author say the praise and gratitude to God Almighty, for all the grace and
blessing 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 Using
Animation Media on Learning Outcomes of Students in Temperature and Heat in Subject
Matter Class X MAN 3 Medan”, prepared to obtain a Bachelor’s dgree Physical Education,
Faculty of Mathematics and Natural Science in State University of Medan.
On this occasion the author like to thank Drs. Jonny H. Panggabean 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. Drs. Motlan, M.Sc,
Ph.D,Drs. Rahmatsyah, M.Si and Prof. Dr. M. Bangun Harahap, MS who have provided
input and suggestions from the research plan to complete the preparation of this thesis.
Thanks also presented to Drs. Sehat Simatupang, M.Si, as the Academic Supervisor and also
the entire lecturer and staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation was also presented to Headmaster and all teachers in MAN 3 Medan
who have helped durung this research. I would like to thank especially to my father and my
mother that always supporting me in all situation during complete this, my beloved brother
that always give me spirit, my beautiful sister and all my angels lisa, yuni, mey mey and

nelly. I also would like to thank to all of my friends in Bilingual Physics Class 2011
especially for Nurul Wahida that teach me patiently.
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
author 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 2015
Author,

Zehan Yuliana S.

iii

THE EFFECT OF COOPERATIVE LEARNING MODEL OF JIGSAW TYPE USING
ANIMATION ON STUDENT’S CONCEPTUAL KNOWLEDGE IN X CLASS
MAN 3 MEDAN A.Y.2014/2015

ZEHAN YULIANA SITORUS (4113322010)

ABSTRACT

The objectives of this research is to find out the effect of Cooperative Learning Model
Type of Jigsaw using animation media on student’s learning outcomes in subject temperature
and heat in class X MAN 3 Medan A.Y. 2014/2015.
The research method was quasi experimental. The popolations were all X grade
students in even semester that consists of 5 classes MAN 3 Medan. Two class is selected
random cluster sampling as sample. One class as experimental class was treatment by
Cooperative Learning Model of Jigsaw type using animation and another class as control
class was treatment by conventional learning. The samples of this research consists of 69
students, 37 from experiment class and 32 from control class. The results that were obtained:
pre-test mean value of experiment class was 7,59 and mean value of control class was 7,34
and then post-test mean value of the experiment class was 15,84 and the mean value for
control class was 14,81. Standard deviation in pre-test was 2,17 in experiment class and 1,86
in control class and standard deviation in post-test for two classes were 1,76 and 1,65.
Normality of the test result from the both samples was normal and homogeneous. In the
testing of hypothesis for pre-test from the calculation of t-test for α = 0,05, obtained tcount =
1,14 and ttable = 1,99. It means, experiment class and control class have same ability. And for
post-test, the criteria is: Ha is accepted if tcount > ttable and is rejected if tcount has another
score. From the calculation for α = 0,05, obtained tcount = 2,51 where ttable 1,99.

So, there was effect of Cooperative Learning Model of Jigsaw Type Using Animation
on Student’s Learning Outcomes in Temperature and Heat Subject Matter Class X MAN 3
Medan A.Y. 2014/2015.

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LIST OF TABLE
Page
Table 2.1.

Syntax for Cooperative Learning Model

12

Table 2.2.

Literature Review

30

Table 3.1.

Research Design of Two Groups/Classes

34

Table 4.1.

Data pretest Experimental and control class

41

Table 4.2

Summary of The Calculation of t- test

42

Table 4.3

Data posttest Experimental and control class

43

Table 4.4

Nomality test of pre-test

44

Table 4.5

Normality test of post-test

44

Table 4.6

Homogeneity test on pre-test

44

Table 4.7

Homogeneity test on post-test

45

Table 4.8

Calculation of t-test

45

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LIST OF FIGURE
Page
Figure 2.1. Learner outcomes for cooperative
learning Model

Figure 2.2. Illustrate the relation between home and expert
teams
Figure 2.3. Scale of Celcius, Fahrenheit, Reamure and Kelvin
Figure 2.4. Changes in State of Matter
Figure 2.5 Temperature change with time
Figure 2.6 Linear expansion, area expansion and volume
expansion
Figure 2.7 Liquid Water
Figure 2.8 Anomaly of Water
Figure 3.1 Scheme of Research procedure
Figure 4.1 Diagram Stem Pretest Value
Figure 4.2 Diagram Stem Posttest Value

11
14
19
22
24
25
26

27
36
42
43

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LIST OF APPENDIX
Page
Appendix 1

Lesson Plan for experiment Class

52

Appendix 2

Student’s Worksheet

71

Appendix 3

Lesson Plan for Conrol Class

74

Appendix 4

Questions

92

Appendix 5

Specification Table

97

Appendix 6

Pretest and Posttest data

105

Appendix 7

Normality Test

109

Appendix 8

Homogeneity Test

111

Appendix 9

Difference Test (Test-t)

114

Appendix 10 Hypothesis Test

116

1

CHAPTER I
INTRODUCTION
1.1.

Background
Education is a very important tool for human survival. Education is a

major factor in the formation of the human personality to establish good and bad
their personality. Education helps people to develop themselves and cope with any
changes in their life. In the National Education System Law No. 20 of 2003
Article 1, explained that education is a conscious and deliberate effort to create an
atmosphere of learning and the learning process so that students actively develop
their potential, so as to cope with any changes that occur in their life. Students are
accused to study a wide variety of sciences such as science, social, religious, arts
and so on.
Natural science is one of the sciences that can support the technology,
and physics is one of the elements in science. Physics related to the facts and
principles that exist in natural phenomena and how to obtain the facts and
principles. Physics is a subject that can develop analytical thinking skills,
inductive, and deductive in resolving problems associated with natural events
around, both qualitatively and quantitatively by using mathematics. Subjects of
physics can develop the knowledge, skills and confidence. Physics is very
necessary to learn at every level of education from elementary school, middle
school to college (DEPDIKNAS, 2006).
Physics has always been considered as difficult lesson and complicated. One
of factors that cause unresolved physics student learning outcomes related to the
learning process. Teachers rarely provide a wide variety of ways in learning
material, explaining the material to students only with one way or monotonous
without considering response from students. It makes students become bored and
passive during study physics, and many students who complained that physics is
difficult and tedious lesson.
The research was implemented at the school MAN 3 Medan. Based on the
initial survey to observe and interview the teachers in MAN 3, seen that the
teachers only use conventional learning without the use of instructional media.

2

Teachers simply known as informer, and learning that takes place centered on
teachers, which teachers identify learning materials and students just sit, see, hear
and receive lesson passively. The result of interview by reseacher with mam
Riana Napitu who is one of teachers in MAN 3 Medan that said she still use
conventional learning and almost of all teachers in MAN 3 Medan using this
learning. Mam Riana said that so many students that not interest in physics lesson
and students become passive in class. When the teacher finished to explain the
topic, there’s no student that has question. But when examination did, students
always get low value so that teacher must do remedial test to give addition in their
value.
To make learning activity more interesting and can involve the students to
be more active when teaching and learning activity, the teacher need innovations
in teaching and learning activity. For example, use a variety of learning models
and use a variety of media in supporting the success of teaching and learning
activities. Thus, one of steps that taken by the teacher is to implement learning
model, one of them is a cooperative learning model that consists of several types.
One of cooperative learning model types that make learning activity more
interesting is Jigsaw Type.
Cooperative learning model is not the same as simply learning in group.
There are basic elements that distinguish cooperative learning with group learning
compiled by random. Implementation of the basic principles of fundamental
system of cooperative learning model correctly will allow teachers to more
effectively manage the classroom. In cooperative learning model, the learning
process does not have to learn from the teacher to the student. The Students can
learn with the other fellow students. Learning by peers (peerteaching) is more
effective than learning by teacher (Rusman, 2010).
The lack of creativity in learning media also makes students often wrong
concept because the teachers always use conventional learning to explain the
phenomenon in physics. According to Bruner in Arsyad (2003) there are three
main levels of learning mode, ie direct experience (enactive), the experience of
pictorial/image (iconic), and the experience of abstract (symbolic). Based on the

3

Bruner's theory, to explain the material in physics, the teachers need to do some
experiments and demonstrations immediately. For the teacher must be able to
present a more active learning activities, creative and fun for the achievement of
the golden generation in the future. The lack of using the media or the equipment
to conduct experiments and demonstrations of physics is sometimes become
obstacles to learn in school.
Based on some journals , international journal by Gelu maftei from
Romania concluded that Using the jigsaw method, it is much easier to understand
Bohr’s planetary model and will be able to extrapolate knowledge to the other
atoms with more electron. International journal by Kazim Karebekir from Turkey
Stated that jigsaw technique has a positive influence on their learning principles
and methods of teaching course, he said too that Jigsaw technique should be able
used in all phases of education. From national jounal i get by Khoirul Musthofa
from FKIP UNS concluded that type of Jigsaw can increase activity of students in
physics learning. Through student activity like discuss in home teams and expert
teams can give chance to students to express their idea and opinion, so that can
stimulate students to be more active in learning activity. Furthermore, national
journal by M.A. Hertiavi, H.Langlang and S. Khanafiyah from FMIPA Semarang
State University concluded that type of Jigsaw can increase ability of students to
solve the problems. It seems from the increasing significantly on students’
learning outcomes. The last journal from State University of Medan by Sugianto,
Dian Armanto and Mara Bangun Harahap concluded that type of Jigsaw that
compare with type of STAD, type of Jigsaw significantly can increase more the
ability of reasoning of students mathmatically and their communication compared
with use cooperative model type of STAD.
Based on the above, the author conducted research using cooperative
learning model Type of Jigsaw using animation media on learning outcomes of
students in Electromagnetic waves subject matter in class X which will be held in
MAN 3 Medan. The title is taken the author is: " The Effect of Cooperative
Learning Model of Jigsaw Type Using Animation on Student’s Learning

4

Outcomes in Temperature and Heat Subject Matter in X Claa Even Semester
MAN 3 Medan Academic Year 2014/2015".
1.2.

Problems Identification
Based on the background that has been considered, so that the

identification of problems in this study are:
1.

Student’s learning outcomes in physics subject is low.

2. Students not interest to learning physics.
3. Physics teacher still using conventional learning.
4. Lack of use of instructional media.
1.3.

Problem Limitations
Based on the identification of the above problems, the authors limit this

problem, namely:
1. The effect of physics student’s learning outcomes seen in the presence of a
significant different between cooperative learning model of Jigsaw type
using animation
2. The physics learning outcomes of student are the scores obtained from the
research instrument test
3. This research will conduct to students of X Class MAN 3 Medan Even
Semester Academic Year 2014/2015
4. The topic at class X which will research is Temperature and Heat.
1.4.

Problem Formulation
Based on the background above, problem identification and limitation of

study above, so the problem statements in this research are:
1. How the achievement of student’s learning outcomes using Cooperative
Learning Model of Jigsaw Type using animation in Temperature and Heat
subject matter in X Class in MAN 3 Medan A.Y. 2014/2015?

5

2. How the achievement of student’s learning outcomes using Conventional
Learning in Temperature and Heat subject matter in X Class in MAN 3
Medan A.Y. 2014/2015?
3. Is there signifcant effect of Cooperative Learning Model Type of Jigsaw
on students’ achievement in subject Temperature and Heat in class X
MAN 3 Medan A.Y. 2014/2015?
1.5.

Research Objectives
Based on the problem of study above so the objectives that will be

achieved in this research are:
1. To know the learning outcomes of students using Cooperative Learning
Model Type of Jigsaw Using Animation in subject matter Temperature
and Heat in class X MAN 3 Medan A.Y. 2014/2015.
2. To know the learning outcomes of students using Conventional Learning
in subject matter Temperature and Heat in class X MAN 3 Medan A.Y.
2014/2015.
3. To know the significant effect of student’s learning outcomes using
cooperative learning model Type of Jigsaw using animation in subject
matter Temperature and Heat in class X MAN 3 Medan A.Y. 2014/2015.
1.6.

Research Benefits


For School

: can give a good contribution in order to improve the

learning process and improve the quality of schools by increasing student
achievement and teacher professionalism.


For teacher

: As a consideration in selecting learning model and media

in learning physics.


For students

: Students are more motivated to learn physics, because the

abstract concepts of physics can be more real through cooperative learning
model Type of Jigsaw using animation media. So, the learning process

6

becomes more interesting and more attractive to increase students’
understanding.


For researcher : As a description to implement a more effective learning
model and media that can be used as a reference.

1.7.

Operational Definition
To describe more operational variables in this research, the following

operational definitions presented each variable.
1. Cooperative Learning Model of Jigsaw Type is one of type or model of
learning cooperatively designed for affect pattern interaction student and
as an alternative to structure class for growing comprehesion concept.
2. Student’s Learning Outcomes is a change in behaviour as a result of a
rigorous process of learning which according to Bloom’s Taxonomy
consists of three domais, namely domain are cognitive, affective and
psychomotor.

48

CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
Based on result research and data collection, can be concluded that :
1. Student’s learning outcomes in experimental class could be known by
average value of pretest of experiment class 7,59 with standard deviation
2,17, after given by treatment, then students is given the test again (posttest), the average value of post-test in experiment class using Cooperative
Learning Model type of Jigsaw using Animation Media increase become
15,84 with standard deviation 1,76.
2. Student’s learning outcomes in control class could be known by average
value of pretest of control class is 7,34 with standrad deviation is 1,86.
After given by treatment, then students is given the test again (post-test)
the average value post-test in control class with conventional learning is
14,81 with standard deviation is 1,65.
3. Student’s learning outcomes in experimental class is greater than in
control class, so can be conluded that there is significant effect of
cooperative learning model type of jigsaw using aimation media on
students’ learning outcomes in Temperature and Heat topic class X MAN
3 Medan.
5.2 Suggestion
Based on the discussion of research result and conclusion above, reasearcher
give suggestions for further researcher who wants observe using Cooperative
Learning Model of Jigsaw Type Using Animation, observer make students be
active and can control the class and do more effeciently time when do discussion.
For additition, further researcher might make innovation like using mind mapping
and etc.

50

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