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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini
Fathoni, Fahmi
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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PENGARUH MODEL KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR IPS DI SEKOLAH DASAR Fathoni, Fahmi; ., Sugiyono; Kresnadi, Hery
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 11 (2016): Nopember 2016
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.536 KB)

Abstract

Abstrak : Tujuan penelitian ini secara umum untuk mendapatkan informasi mengenai pengaruh model kooperatif tipe Jigsaw terhadap hasil belajar IPS di Sekolah Dasar Negeri 11 Pontianak Kota. Metode yang digunakan dalam penelitian ini adalah metode eksperimen. Bentuk penelitian eksperimen yang digunakan adalah desain quasi eksperimen dengan jenis Nonequivalent Control Group Design. Sampel dalam penelitian ini adalah seluruh peserta didik kelas IV Sekolah Dasar. Berdasarkan hasil analisis data diperoleh hasil rata-rata post-test peserta didik 75,53. Dari hasil analisis uji-t diperoleh t hitung sebesar 4,38 dan t tabel =1,67. Ini berarti 4,38 > 1,67,  dengan kata lain t hitung > t tabel. Hal ini dapat menandakan bahwa Ho ditolak dan Ha diterima. Kemudian, berdasarkan hasil perhitungan effect size (ES) diperoleh sebesar 1,096 dengan kriteria tergolong tinggi pada rentangan ES > 0,8. Jadi dapat disimpulkan bahwa terdapat pengaruh yang signifikan Penggunaan Model Kooperatif tipe Jigsaw terhadap hasil belajar peserta didik kelas IV Sekolah Dasar.Kata kunci : Model Kooperatif tipe Jigsaw dan Hasil BelajarAbstract : The aim of this study generally was to obtain information about the effect of jigsaw cooperative learning models toward learning achivement social studies (IPS) at Elementary School 11 Pontianak City. The method used in this research is the experimental method. The experimental research design in this study is quasy experiment. The type of it is Nonequivalent Contro Group Design. The sample in this study were all students of fourth grade elementary school. According data analyzed has been obtained the average of student post-test is 75.53. From data analyzed t-test has been yield tcount equal 4.38 and ttable = 1.67. It means that 4.38 >1.67. In other words tcount > ttable. The result indicated that Ho rejected and Ha accepted. Then, according the calculation of  the effect size (ES) has obtained 1.096 in the criteria is high to the part of the way ES > 0.8. It can be concluded that there is significant effect in using of jigsaw cooperative learning models toward learning achivement of the student elementary school fourth grade.Key Words : The Type Jigsaw Cooperative Models and Learning Achivement
Disiplin, Motivasi Berprestasi, dan Tanggung Jawab serta Hubungannya dengan Perolehan Belajar Tematik Fathoni, Fahmi; Aunurrahman, Aunurrahman; Hartoyo, Agung
AS-SABIQUN Vol 6 No 1 (2024): JANUARI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v6i1.4221

Abstract

The purpose of this research are to characterize the following relationships: that between learning gains and accomplishment motivation, discipline, and responsibility; that relationship between these relationships and learning gains; and that between the combined predictor factors and the criterion variable, as a percentage. This study, which was carried out at SD Mujahidin Pontianak with a sample of 183 kids, combined a descriptive method and a quantitative approach. Questionsnaires were used in the data collection process. Many strategies for correlation were employed in data analysis. The findings revealed a favorable and substantial connection between : 1) discipline and learning gain (r of 0.967); 2) achievement motivation and learning gain (r of 0.930); and 3) responsibility and thematic learning gain (r of 0.971). Additionally, the three predictor variables—discipline (X1) at 0.32%, achievement motivation (X2) at 0.30%, and responsibility (X3) at 0.33%—contributed 0.95% to the criterion variable. With a contribution of 0.33%, the accountability variable (X3) is the largest factor in learning gain.
Co-Authors Agung Hartoyo Aunurrahman Aunurrahman Hery Kresnadi Sugiyono .