<![CDATA[This study was aim to compare of STAD model and Jigsaw of learning activities and mastery of materials the student. This study design was pretest-posttest non equivalent group. Samples were VIIA and VIIB, chosen by purposive sampling. This research data the form of quantitative which obtained from the average value of test were analyzed by using t-test and U-test and qualitative data which obtained form the observation sheet of learning activities and questionnaire responses of students were analyzed descriptive. The results showed that the use of STAD model and Jigsaw was improve mastery of materials by students, but Jigsaw model (N-gain 68.94) was higher and significantly different than STAD (N-gain 59.17). Learning activities student was also improve with average 82 (Jigsaw) and 73 (STAD). Most students responded positively to use of STAD model and Jigsaw.Penelitian ini bertujuan mengetahui perbandingan model STAD dan Jigsaw terhadap aktivitas belajar dan penguasaan materi siswa. Desain penelitian pretest-posttest kelompok non-equivalen. Sampel penelitian siswa kelas VIIA dan VIIC, dipilih secara purposive sampling. Data penelitian berupa data kuantitatif yang diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U dan data kualitatif yang diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan penggunaan model STAD dan Jigsaw dapat meningkatkan penguasaan materi oleh siswa, namun penggunaan model Jigsaw (N-gain 68,94) lebih tinggi dan berbeda nyata dibandingkan STAD (N-gain 59,17). Aktivitas belajar siswa juga meningkat dengan rata-rata 82 (Jigsaw) dan 73 (STAD). Sebagian besar siswa memberikan tanggapan positif terhadap penggunaan model STAD dan Jigsaw.Kata kunci : aktivitas belajar, ekosistem, jigsaw, penguasaan materi, STAD]]>
