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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of Research in Instructional
Indayana Febriani Tanjung
Universitas Islam Negeri Sumatera Utara, Indonesia
Education Mathematics Social Sciences

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Penerapan Strategi Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa SMA Nurhalizah Nurhalizah; Alpina Damayanti; Elyda Khairani Nasution; Shalsabila Siahaan; Indayana Febriani Tanjung
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 5 (2022): October Pages 6401-7346
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i5.3424

Abstract

Tujuan dari penelitian ini adalah mengetahui bagaimana pengaplikasian strategi pembelajaran Kooperatif Tipe Jigsaw dalam meningkatkan keaktifan siswa dan hasil belajar siswa kelas X. Metode penelitian yang digunakan merupakan metode penelitian tindakan kelas yang menggunakan model pengembangan oleh Kemmis dan Mc. Taggart. Subjek penelitian ini merupakan siswa kelas X MIPA 1 SMA Cerdas Murni yang sebanyak 32 peserta didik. Data dikumpulkan menggunakan teknik observasi, kuesioner dan tes tertulis. Analisis data menggunaakan analisis deskriptif kuantitatif. Hasil penelitian membuktikan penerapan strategi pembelajaran kooperatif jigsaw dapat meningkatkan keaktifan belajar dan hasil belajar siswa kelas X MIPA 1 pada mata pelajaran Biologi materi ekosistem. Rata-rata hasil observasi keaktifan belajar siswa pada siklus I sebesar 87,52% di siklus II meningkat menjadi 90,00%, hasil kuesioner keaktifan belajar siswa memperoleh rata-rata siklus I sebesar 60,55% dan pada siklus II meningkat menjadi 89,31%. Sama halnya dengan knilai rerata hasil belajar siswa di siklus I sebesar 83,21 meningkat pada siklus II menjadi 95.
Structural convergences between STEM project-based learning and Islamic educational philosophy Indayana Febriani Tanjung; Ibrohim Ibrohim; Herawati Susilo; Ira Suryani
Journal of Research in Instructional Vol. 6 No. 2 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i2.37

Abstract

This systematic literature review investigates core STEM-PjBL pedagogical mechanisms and their alignment with Islamic educational principles, as well as the potential implications of this alignment for culturally relevant contextualized higher education STEM pedagogy framed within an Islamic orientation. Methods: Following PRISMA 2020 guidelines, thematic synthesis and quality appraisal of the studies utilising the Mixed Methods Appraisal Tool (MMAT) was conducted on 17 peer-reviewed papers published between 2016-24. It was found that STEM-PjBL stressed collaborative inquiry, authentic problem-solving, iterative refinement, interdisciplinary integration, and community-oriented learning throughout. They have structurally substantive similarities with Wadud implies Shura, Maslaha, Ihsan and Tawhid principles. Simultaneously, it also reveals frictions around learning agency and constructivist inquiry, and contextually situated understandings of the value-practice nexus. This review suggests that contextually situated reimaginings of STEM-PjBL within particular cultural traditions may enhance culturally responsive STEM pedagogy. Future studies may explore comparative contexts in which STEM-PjBL is interpreted, adapted, and enacted within Islamic higher education systems. These studies may help elucidate how institutional culture, educational values, and local pedagogy traditions mediate the tensions between widely circulated STEM pedagogies and contextually rooted local practices.
Co-Authors Alpina Damayanti Elyda Khairani Nasution Herawati Susilo Ibrohim Ira Suryani Nurhalizah Nurhalizah Shalsabila Siahaan