PENGARUH MODEL PEMBELAJARAN KOOPERATIF JIGSAW BERBANTUAN MIND MAP TERHADAP HASIL BELAJAR IPA DAN SELF EFFICACY SISWA SMP - N. W. B. Rahayu Rahayu; Ketut Suma; I. B. P. Arnyana (Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 2018)
Abstrak Penelitian ini bertujuan untuk (1) mendeskripsikan perbedaan hasil belajar IPA dan self efficacy siswa kelas VII SMP yang menggunakan model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung, (2) mendeskripsikan perbedaan hasil belajar IPA siswa kelas VII SMP yang menggunakan model belajar kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung, serta (3) mendeskripsikan perbedaan self efficacy siswa kelas VII SMP yang menggunakan model belajar kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung. Variabel dalam penelitian ini adalah model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung sebagai variabel bebas, serta variabel terikat yang terdiri dari hasil belajar IPA dan self efficacy siswa. Jenis penelitian ini merupakan eksperimen semu dengan rancangan pretest postet control non equivalent group design. Data dalam penelitian ini berupa skor hasil belajar IPA siswa dan skor self efficacy yang dianalisis meggunakan uji Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan hasil belajar IPA dan self efficacy siswa yang menggunakan model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F = 8,65) (p < 0,05), (2) terdapat perbedaan hasil belajar IPA siswa yang belajar dengan model kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F= 11,22) (p = 0,00), (3) terdapat perbedaan self efficacy siswa yang belajar dengan model kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F = 4,93) (p = 0,03).Kata kunci : model pembelajaran kooperatif jigsaw berbantuan mind map, hasil belajar IPA, dan self efficacy  AbstractThis research aimed at (1) describe the differences of  science learning outcomes and self-efficacy of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method, (2) describe the differences in science learning outcomes of students of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method, and (3) describe the differences of student’s self-efficacy of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method. The variables in this research were jigsaw cooperative learning that was assisted by mind map and direct method as independent variables and the dependent variable is composed of science learning outcomes and student’s self-efficacy. This research was quasi-experimental design with pre-test post-test non-equivalent control group design. The data of this research were science learning outcomes scores and self-efficacy scores were analyzed with Multivariate Analysis of Variance (MANOVA) test. The result of this research discovered that (1) there was differences on science learning outcomes and self-efficacy of students were applying jigsaw cooperative learning that was assisted by mind map and direct method (F = 8.65) (p <0.05), (2) there was differences on science learning outcomes between students who  applying jigsaw cooperative learning that was assisted by mind map and direct method (F = 11.22) (p = 0.00), (3) there was differences on self-efficacy between students applying jigsaw cooperative learning that was assisted by mind map and direct method ( F = 4.93) (p = 0.03).Key words: Jigsaw cooperative learning that was assisted by mind map, science learning outcomes, self-efficacy