Implementasi Model Pembelajaran Cooperative Learning Tipe Jigsaw untuk Meningkatkan Hasil Belajar Kimia Materi Hidrolisis Garam pada Siswa Kelas XI IPA 2 MAN 1 Pidie
Abstract
Cooperative learning Type Jigsaw is a learning method that encourages students to study in groups through discussions so that they can collectively and responsibly help each other understand the material. This research is a type of classroom action research (PTK), which is designed by implementing the Jigsaw Cooperative learning learning model in salt hydrolysis material for students in grades XI, IPA, 2, and MAN, 1, respectively. The results of this study indicate that the Jigsaw Cooperative learning model can improve student learning outcomes in the chemistry subject matter of salt hydrolysis. Implementation of this learning model can encourage students to work together in teams to analyze problems, discuss them, and answer questions related to the material presented. The results of observations after treatment showed that all students succeeded in learning mastery (100%) and student learning activities reached active and very active categories. The use of media images when implementing Jigsaw-type cooperative learning is one factor that influences learning mastery.
Abstrak
Cooperative learning tipe jigsaw merupakan metode pembelajaran yang mendorong siswa untuk belajar secara berkelompok dalam bentuk diskusi agar mereka dapat saling membantu untuk memahami materi secara kolektif dan penuh tanggung jawab. Penelitian ini merupakan jenis penelitian tindakan kelas (PTK) yang didesain dengan mengimplementasikan model pembelajaran Cooperative learning tipe jigsaw dalam materi Hidrolisis garam pada siswa XI IPA 2 MAN 1 Pidie. Hasil penelitian ini menunjukkan bahwa model pembelajaran Cooperative learning tipe jigsaw dapat meningkatkan hasil belajar siswa dalam pelajaran Kimia materi hidrolisis garam. Implementasi model pembelajaran ini dalam mendorong siswa untuk bekerja sama dengan tim kelompok untuk menganalisis masalah, berdiskusi, dan menjawab persoalan terkait materi yang disampaikan. Hasil pengamatan setelah perlakuan menunjukkan seluruh siswa berhasil mengalami ketuntasan belajar (100%) dam aktivitas belajar siswa mencapai kategori aktif dan sangat aktif. Salah satu hal yang mempengaruhi ketuntasan belajar tersebut adalah penggunaan media gambar pada saat pelaksanaan pembelajaran cooperative learning tipe jigsaw.
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