<![CDATA[This research was motivated by student’s low level of soft skill and studying the soft skills difference between students who learned using jigsaw II and student who learned with team assisted individualization model by taking into account the self-concept of student of class XI SMK Kartikatama 1 Metro. The method used in this study is comparative with a quasi-eperimental approach. The population in this study were 4 classes. Data collection techniques through observation and questionnaire. The result of data analysis show (1) there is a difference in the average soft skills between students who learn using jigsaw II type of cooperative learning model and team assisted individualization inaccounting subjects (2) there are differences in soft skills between students who have high self-concept and students who have low self-concept (3) there is an interaction between learning models with self-concept and soft skills in Accounting subjects. Penelitian ini dilatarbelakangi oleh rendahnya soft skill siswa serta mengkaji tentang perbedaan soft skill siswa yang pembelajarannya menggunakan model jigsaw II dan team assisted individualizaton dengan memperhatikan konsep diri siswa kelas XI SMK Kartikatama 1 Metro. Metode yang digunakan dalam penelitian ini adalah komparatif dengan pendekatan eksperimen semu. Populasi dalam penelitian ini sebanyak 4 kelas. Teknik pengambilan data melalui observasi dan angket. Hasil analisis data menunjukkan (1) Ada perbedaan rata-rata soft skill antara siswa yang pembelajarannya menggunakan model pembelajaran kooperatif tipe jigsaw II dan team individualization pada mata pelajaran Akuntansi (2) ada perbedaan soft skill antara siswa yang memiliki konsep diri tinggi dan siswa yang memiliki konsep diri rendah (3) ada interaksi antara model pembelajaran dengan konsep diri dan soft skill pada mata pelajaran Akuntansi. Kata kunci : jigsaw II, konsep diri, soft skill, team assisted individualization]]>
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