ABSTRAK
Penelitian ini bertujuan untuk : (1) Mengetahui pengaruh penggunaan metode pembelajaran jigsaw, metode pembelajaran think pair share, dan metode pembelajaran ceramah bervariasi diskusiterhadap hasil belajar. (2) Mengetahui efektivitas metode pembelajaran jigsaw dibandingkan metode pembelajaran think pair share terhadap hasil belajar. (3) Mengetahui efektivitas metode pembelajaran jigsaw dibandingkan metode pembelajaran ceramah bervariasi diskusiterhadap hasil belajar. (4) Mengetahui efektivitas metode pembelajaran think pair share dibandingkan metode pembelajaran ceramah bervariasi diskusiterhadap hasil belajar.
Penelitian ini merupakan penelitian eksperimen semu atau quasi-experimental research . Populasi dalam penelitian ini adalah seluruh peserta didik kelas X IPS di SMA N 1 Ngemplak Tahun Ajaran 2014/2015 yang berjumlah4 kelas.Sampel penelitian diambil dengan teknik cluster random sampling dan diperoleh kelas X-8 sebagai kelas eksperimen 1, kelas X-7 sebagai kelas eksperimen 2, dan kelas X-6 sebagai kelas kontrol. Teknik pengumpulan data hasil belajar peserta didik menggunakan metode tes dalam bentuk tes obyektif pilihan ganda. Teknik analisis data yang digunakan adalah analisis varian satu jalan (one-way anava) dan dilanjutkan pasca anava (metode Scheffe’).
Hasil penelitian menunjukan bahwa : (1) Terdapat perbedaan yang signifikan antara penggunaan metode pembelajaran jigsaw, metode pembelajaran think pair share, dan metode pembelajaran ceramah bervariasi diskusiterhadap hasil belajar peserta didik.Hal tersebut ditunjukkan dari hasil perhitungan anava satu jalan dengan taraf signifikansi 5 % diperoleh nilai Fhitung> Ftabel(16,926>3,09). (2) Metode pembelajaran jigsaw lebih efektif dibandingkan metode pembelajaran think pair share. Hal tersebut ditunjukkan dari hasil perhitungan dengan ujiScheffe’pada taraf signifikansi 5 % diperoleh Fhitung>Ftabel (7,273>3,09).(3) Metode pembelajaran jigsaw lebih efektif dibandingkan metode pembelajaran ceramah bervariasi diskusi. Hal tersebut ditunjukkan dari hasil perhitungan dengan uji Scheffe’pada taraf signifikansi 5 % diperoleh nilaiFhitung>Ftabel (33,847>3,09). (4) Metode pembelajaran think pair share lebih efektif dibandingkan metode pembelajaran ceramah bervariasi diskusi. Ditunjukkan dari hasil perhitungan dengan uji Scheffe’pada taraf signifikansi 5 % diperolehFhitung>Ftabel (9,631>3,09).
Kata Kunci :Jigsaw, Think Pair Share, Hasil Belajar.
ABSTRACT
This research is intends to find : (1) Determine the effect of the use of jigsaw learning methods, think pair share learning methods and lecture learning methods varied discussion on learning outcomes. (2) Determine the effectiveness of jigsaw learning methods compared think pair share learning methods on learning outcomes. (3) Determine the effectiveness of jigsaw learning methods compared lecture learning methods varied discussion on learning outcomes. (4) Determine the effectiveness of think pair share learning methods compared lecture learning methods variety discussion on learning outcomes.
This research is a quasi-experimental research. The population in this research was all of X grade social students in Senior High School Ngemplak 1 Academic Year of 2014/2015, amount to 4 classes. The sampling research use cluster random sampling technique and obtainingclass X-8 as the experimental class 1, class X-7 as the experimental class 2 and class X-6 as the control class. The technique of collecting data about the results of student learning use the test method in the form of multiple choice objective test. The technique ofdata analysis use one-way ANOVA and continue Scheffe method.
The result shows that: (1) There are significant differences between the use of jigsaw learning methods, think pair share learning methods and lecture learning methods variety discussion on learning outcomes of students. It can be showed from the calculation of one way ANOVA with a significance level of 5% was obtained Fcount> Ftable (16.926> 3.09). (2) Jigsaw learning methods is more effective than think pair share learning methods. It can be showedfrom the calculation of one way ANOVA with a significance level of 5% was obtained Fcount> Ftable (7.273> 3.09). (3) Jigsaw learning methods is more effective than a lecture learning methods vary discussion. It can be showedfrom the calculation of one way ANOVA with a significance level of 5% was obtained Fcount> Ftable (33.847> 3.09). (4) Think pair share learning methods more effective than lecture learning methods varied discussion. It can be showedfrom the calculation of one way ANOVA with a significance level of 5% was obtained Fcount> Ftable (9.631> 3.09).
Keywords :Jigsaw, Think Pair Share, Learning Outcomes.