Penerapan Model Pembelajaran Jigsaw dengan Media Kartu Aksara untuk Meningkatkan Minat dan Hasil Belajar Keterampilan Menulis Aksara Jawa - Lestari Joeniarni; Mulyoto Mulyoto (Universitas Sarjanawiyata Tamansiswa, 2022)
Tujuan penelitian ini adalah untuk mendeskripsikan penerapan, kelebihan, dan kelemahan model pembelajaran tipe Jigsaw, dan melihat efektivitas penerapan model pembelajaran tipe Jigsaw dengan media kartu aksara dalam meningkatkan minat dan hasil belajar keterampilan menulis aksara Jawa dalam mata pelajaran Bahasa Jawa. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dan tiap-tiap siklus terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Subyek penelitian adalah 32 siswa kelas VIII D SMP Negeri 2 Gamping. Sumber data diperoleh dari siswa, tempat peristiwa berlangsungnya aktivitas pembelajaran, dan dokumentasi. Teknik dan alat pengumpulan data menggunakan angket, observasi, wawancara, tes tertulis dan analisis efektivitas. Hasil penelitian menunjukkan bahwa setelah model pembelajaran Jigsaw pada siklus II minat belajar siswa sebanyak 27 siswa atau 84,37 % mengalami peningkatan skor minat belajar dibandingkan dengan skor minat belajar sebelumnya. Kemudian hasil belajar siswa setelah pembelajaran tipe Jigsaw juga meningkat yaitu pada siklus II sebanyak 28 siswa atau 87,5 % mempunyai nilai mencapai KKM (kriteria ketuntasan minimal). The application of the Jigsaw learning model with script card media to increase interest and learning outcomes in Javanese writing skills Abstract: The purpose of this study was to describe the application, advantages, and disadvantages of the Jigsaw-type learning model and see the effectiveness of the application of the Jigsaw-type learning model with script card media in increasing interest and learning outcomes in Javanese script writing skills in Javanese language subjects. This research is a class action research conducted in two cycles, and each cycle consists of planning, action, observation, and reflection. The research subjects were 32 students of class VIII D SMP Negeri 2 Gamping. Data sources were obtained from students, places where learning activities took place, and documentation. Data collection techniques and tools used were questionnaires, observations, interviews, written tests, and effectiveness analysis. The results showed that after the Jigsaw learning model in cycle II, student interest in learning as many as 27 students, or 84.37%, experienced an increase in learning interest scores compared to the previous learning interest scores. Then the learning outcomes of students after Jigsaw-type learning also increased, namely in cycle II, as many as 28 students, or 87.5%, had scores reaching KKM (minimum completeness criteria).