PEMBELAJARAN MATEMATIKA MODEL KOOPERATIF TIPE JIGSAW PADA MATERI PRISMA DAN LIMAS KELAS VIII (Journal of Primary Education, 2012)
Permasalahan dalam pembelajaran matematika adalah rendahnya nilai hasil belajar siswa, guru kurang menguasai cara menyampaikan materi pembelajaran kepada siswa, pendekatan yang kurang tepat dalam penyampaian materi. Penelitian ini untuk menghasilkan suatu perangkat pembelajaran matematika materi prisma dan limas kelas VIII, dan mendeskripsikan pengembangan perangkat pembelajaran matematika dengan model kooperatif tipe jigsaw pada materi prisma dan limas yang valid, praktis, dan efektif. Subjek penelitian adalah kelas VIII SMP 3 Boja Kabupaten Kendal yang tahun pelajaran 2010/2011. Data penelitian diperoleh melalui instrumen: lembar validasi; pengamatan; tes prestasi belajar; dan angket respons guru dan peserta didik. Hasil dari penilaian oleh validator pada perangkat pembelajaran dan penelitian dihasilkan: perangkat pembelajaran yang terdiri dari Silabus, RPP, LKS, SBS dan TPB dengan kriteria baik; dan perangkat pembelajaran efektif. Perangkat pembelajaran yang dikembangkan praktis, ditunjukkan dengan: hasil penilaian keterlaksanaan pembelajaran dengan RPP dikembangkan dalam kategori baik. Keefektifan diukur melalui ketuntasan keterampilan proses dan keaktifan, ketuntasan prestasi belajar, besarnya pengaruh keterampilan proses dan keaktifan siswa terhadap prestasi belajar, dan adanya perbedaan prestasi belajar kelas eksperimen dan kelas kontrol; dan kepraktisan keterlaksanaan RPP. Dari hasil penilaian keefektifan, pembelajaran dengan perangkat pembelajaran yang dikembangkan efektif. Hasil penelitian juga menunjukkan bahwa: prestasi belajar memenuhi kriteria ketuntasan minimal yang ditentukan sekolah; keterampilan proses dan keaktifan siswa berpengaruh pada prestasi belajar siswa; dan terdapat perbedaan prestasi belajar antara kelas yang diajar dengan metode pembelajaran kooperatif tipe jigsaw dan konvensional. There are several problems in learning mathematics process namely the insufficient score of the students. The other problem is the teacher insufficient skill to deliver the material to the students. Many junior high school mathematics teachers employ the less appropriate method in delivering material. The purpose of this study is to create valid, practical and effective prism and pyramid learning material of eight graders and describe the mathematics learning instrument using cooperative learning jigsaw type at the prism and pyramid subject mater. The learning instruments developed in this study are syllabus, lesson plan, students’ worksheet (LKS), students’ text book (SBS) and students’ test (TPB). The subject of this study is eighth grade class of SMP 3 Boja Kendal Resort in the academic year 2010/2011. The data collection is taken from validation sheet, observation, students test, students’ and teacher questionnaire. Those data is used to know the validity, effectiveness and practicality. The result of validator assessment of the learning instrument and research given here namely; good criteria of learning instrument including syllabus, lesson plan, students’ worksheet, SBS and TPB; the learning instruments are effective. Learning instrument is developed practically as the evidence shows good category of lesson plan implementation in learning process assessment. The effectiveness is measured trough the passing process skill, students’ activeness, passing students’ minimum score requirement, the significant effect of process skill along the students’ activeness to the learning achievement, the difference of learning achievement of experimental class toward control class, and also the lesson plan practicality. In terms of effectiveness assessment, the result of this study shows that the learning and learning instrument are effective. The result of the study also shows that learning achievement acquire the minimum passing grade, students’ process skill and activeness have impact in the students learning achievement, and there is a difference learning achievement of the which is class taught by cooperative learning method jigsaw type with the conventional one.