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All Journal PROSIDING SEMINAR NASIONAL Pendas : Jurnah Ilmiah Pendidikan Dasar
Umi Fitria
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EMPOWERMENT OF SOCIAL CAPITAL IN SHAPING THE CHARACTER OF ENTREPRENEURSHIP Umi Fitria
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: PROCEEDING 1ST INSELIDEA INTERNATIONAL SEMINAR ON EDUCATION AND DEVELOPMENT OF ASIA (INseIDEA)
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (677.591 KB)

Abstract

Unemployment is a complex issue that needs to be studied and immediately looked for solutions. Social capitalempowerment is widely discussed to solve social problems by using entrepreneurial principles to organize,create, and manage an enterprise in order to achieve social goals. Social capital in the form of groups andnetworks, trust and solidarity, collective action and cooperation, information and communication, socialcohesion and inclusion, and empowerment can be utilized in entrepreneurship education and the establishment ofentrepreneurial character, so as to be able to face competition and adapt to environmental changes.Keywords: Social Capital, Entrepreneurial Character.
EFEKTIVITAS MODEL PEMBELAJARAN JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SISWA IPS MAN 1 SAMARINDA Nurlaela; Umi Fitria; Seto Indarto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41719

Abstract

The purpose of this study is to analyze the effectiveness of the Jigsaw cooperative learning model in improving learning outcomes in Social Studies in grade XI. The Jigsaw model focuses on group learning. In the Jigsaw learning model, there are home groups and expert groups. The home group is a combination of several expert groups. This model is one of the approach strategies that is widely used. to improve the quality of classroom learning and encourage students to work together and provide more active opportunities in the learning process. This is implemented as an alternative to conventional teacher-centered learning and less active student involvement. The research approach uses a quantitative quasi-experimental sample of 70 social studies students of class XI MAN 1 Samarinda divided into experimental and control classes. Data were collected through pretests and posttests as well as questionnaires to determine student learning outcomes. This analysis uses the t-test to calculate differences in student learning outcomes before and after the use of the Jigsaw method and to compare learning outcomes between the experimental and control classes. The results showed that there were differences in social studies learning outcomes between students taught the Jigsaw learning model and conventional learning. The calculated t-value = 4.28 with df = 4 and p-value <0.05 (significant). There is a significant difference between the pretest and posttest. There is a statistically significant difference between the scores before and after treatment. The average score increased by 8 points after treatment.
Co-Authors Nurlaela Seto Indarto