ENERAPAN MODEL KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V

Abstract

Abstrak

Penerapan Model Kooperatif Tipe Jigsaw dalam penelitian ini bertujuan untuk memperbaiki proses pembelajaran dan hasil belajar IPS pada siswa kelas V SDN Krapyak Wetan. Penelitian ini adalah Penelitian Tindakan. Penelitian dilaksanakan dalam dua siklus, setiap siklus ada dua pertemuan. Teknik pengumpulan data observasi dan tes. Teknik analisis data deskripsi kuantitatif dan kualitatif. Hasil penelitian pra tindakan diperoleh ketuntasan 3 siswa atau 12% dan belum tuntas 21 siswa atau 88%. Hasil ini belum memenuhi KKM 75 nilai standar yang ditentukan. Pada siklus I diperoleh ketuntasan 9 siswa atau 37% dan belum tuntas ada 15 siswa atau 63%, artinya ada kenaikan hasil belajar pra tindakan ke siklus I. Pada siklus II mengalami kenaikan ketuntasan yaitu 21 siswa atau 87% dan belum tuntas ada 3 siswa atau 13%, dengan demikian ada kenaikan dari siklus I ke Siklus II. Hasil belajar pada siklus II telah memenuhi indikator keberhasilan karena ≥75% siswa sudah mencapai KKM.

Kata kunci : Hasil Belajar IPS, Model Kooparatif Tipe Jigsaw.

Abstract

The implementation of the Cooperative Model of the Jigsaw Type in this study aims to improve the Social Studies learning process and the learning achievement of Grade V students of SDN Krapyak Wetan. This was an action research study. It was conducted in two cycles each of which consisted of two meetings. The data were collected by observations and tests. The data analysis techniques were quantitative and qualitative descriptive techniques. The results of the study showed that in the pre-cycle 3 students (12%) attained the mastery and 21 students (88%) did not attain it. These had not satisfied the Minimum Mastery Criterion (MMC), namely 75% of the set standard score. In Cycle I, 9 students (37%) attained the mastery and 15 students (63%) did not attain it; this indicated an improvement of the learning achievement from the pre-cycle to Cycle I. In Cycle II, there was an improvement of the mastery; 21 students (87%) attained the mastery and 3 students (13%) did not attain it. Therefore, there was an improvement from Cycle I to Cycle II. The learning achievement in Cycle II satisfied the indicator of the success because ≥75% of the students attained the MMC.

Keywords:   Social   Studies   Learning   Achievement,   Cooperative  Model   of   Jigsaw   Type