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I. Title: Comparison Study the Use of Cooperative Jigsaw Learning Model and Direct
Instruction Model toward Student Achievement In Learning Chemistry
Grade One At SMA Negeri 4 Amlapura

II. Identity of writers
Name : Ni Luh Ayu Sriningsih
ID : 0913031055
Departement : Chemistry Education

III. Background
The problems that exist in the formal education always increase from year to year.
One of these is the issue of quality education (Estiarini, 1995). Based on the survey Political
and Economic Risk (PERC), the quality of education in Indonesia was ranked in 12
th
from 12
countries in Asia. Another concern, the survey results in 2007 from World Competitiveness
Year Book, describes that Indonesia was ranked 53 in educational competitiveness of 55
countries surveyed.
Uncovering the problem of quality education is closely related to the problem of
learning process which is essentially as a communication process in delivering a message or
thought from one person to another in which there is a wide range of activities, including how
to deliver the learning material. Delivering learning materials is important activities in the
learning process, because of delivering learning material has impact to the success or failure
of a learning process that takes place (Estiarini, 1995).
Fundamental problems in the learning process is the problem in delivering learning
material to guide teaching-learning activity present effectively. To design learning activities
that stimulate learning outcomes more effectively and efficiently to any subject matter
requires a strategy of selecting teachers in the learning model that will be applied in the
classroom, accordance with indicators, learning objectives and competencies to be achieved.
The learning process is said to be qualified if all or most students can achieve the targeted
competency.
Learning model is a plan or a pattern that is used as a guide in planning for learning in
the classroom. In other words, the model of learning is a plan that teacher can use to design
the activity of teaching and learning in the classroom, including the learning tools such as
books, media (films), computer media programs, and curriculum (as a course to learn). The
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use of appropriate learning models will affect the student learning outcomes, therefore the use
of learning models could be evidence that in the present subject matter is progressing and
changing (Triyanto, 2007).
With so many learning models that exist today and not all models are equally
effective in one field of study or subject, then the teacher as learning managers need to
consider the suitability of the model to be used with the subject matter to be delivered.
Teachers need to do the selection of learning model that appropriate the learning objectives,
indicators, competencies and students class condition in order to get the good condition in
teaching and learning.
The learning process in the Education Unit Level Curriculum (KTSP) requires the
active participation of all students. Thus, student-centered learning activities, the teacher as a
motivator and facilitator in it for the class more active. Jigsaw cooperative learning
techniques are considered particularly suitable to be applied in education in Indonesia
because of Indonesia in accordance with national culture that values mutual cooperation.
Type of Jigsaw cooperative learning model is a model of cooperative learning where
students learn in small groups of 4-6 people working together heterogeneous and positive
interdependence and responsibility for the thoroughness of the subject matter to be learned
and deliver such materials to members of the group other. Jigsaw is designed to enhance
students' sense of responsibility towards their own learning and the learning of others.
Students not only learn the material given, but they also must be prepared to provide and
teach the material in the other group members. Thus, students are dependent on each other
and must work together cooperatively to study the assigned material.
To recognize the benefits of cooperative learning model of Jigsaw, it need to hold a
study to find out the difference in learning achievement using cooperative learning model
type Jigsaw with direct learning model which has been used, for grade one students in SMA
Negeri 4 Amlapura on the subjects of Chemistry.


IV. Problem Statement
Based on the problem above, can be formulated as follows:
Is there any difference of students achievement between those who learn through
cooperative jigsaw model and direct instruction learning model in learning chemistry at
Grade One SMA Negeri 4 Amlapura?
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V. Objectives
The objective of this research is to describe differences in learning achievement of
student who learn through cooperative jigsaw model and direct instruction learning model in
learning chemistry at Grade One SMA Negeri 4 Amlapura.

VI. Significant
To the researchers
This research can guide the researcher in order to get the new experience and
knowledge in the educational research.
To the teacher
This research can as information especially to the chemistry teacher in the
determination model of teaching and learning used in order to get the optimal learning
achievement of students.

V. Theory
a. Learning Model
Learning model is a plan or a pattern that is used as a guide in planning for learning in
the classroom or learning tutorials and to determine the learning tools including books,
movies, computer, curriculum, and others (Joyce in Triyanto, 2007). Joyce further stated that
any model of learning leads us into the design of learning to assist learners in such a way that
the learning objectives achieved (Triyanto, 2007).
The term learning model has a broader meaning than the strategies, methods or
procedures. Teaching model has four specific traits that are not owned by the strategies,
methods or procedures. The characteristics are as follows.
1. Logical theoretical rationale developed by the creators or developers;
2. Basis of thinking about what and how students learn (learning objectives to be
achieved);
3. Teaching behaviors necessary for the model can be implemented successfully; and
4. Learning environment necessary for learning objectives can be achieved (Kardi and
Nur in Triyanto, 2007).
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In the teaching of a subject matter specific learning model should be chosen that best
suits the purpose to be achieved. Therefore, in choosing a model of learning must have
consideration. For example, the subject matter, level of cognitive development of students
and facilities or the facilities available, so that the learning objectives can be achieved
(Triyanto, 2007).
b. Direct Instruction Learning Model
Direct instruction model is one approach to teaching that is designed specifically to
support student learning related to declarative knowledge and procedural knowledge is well
structured to teach the activity pattern is a gradual, step by step (Triyanto in Arends, 2007).
The characteristics of direct learning model are as follows.
a. The existence of a model of learning, objectives and influence on student learning are
including assessment procedures.
b. Syntax or the overall pattern and sequence of learning activities, and
c. Environmental management systems and learning models necessary for a particular
learning activity can take place with the successful (in Triyanto Kardi and Nur, 2007).

In the direct instruction model there are five very important phase. The teacher started the
lesson with an explanation of the purpose and background of learning, and prepares students
to accept the explanation of the teacher (Triyanto, 2007). Direct instruction may take the form
of lectures, demonstrations, training or practice and teamwork. Direct instruction is used to
deliver lessons that are transformed directly by teachers to students. The preparation time is
used to achieve the learning objectives should be as efficient as possible, so the teacher can
design the exact time used (Triyanto, 2007).The syntax of the direct learning model can be
shown in the five phase of table 01 below.
Table 01. The syntax of direct learning model
Phase Role of Teacher
Phase 1 : delivering the learning objective
and preparing students
Teacher explains information of objective
and important role of subject matter in order
to motivate student to learn.
Phase 2 : demonstrating the experiment and
knowledge
Teacher demonstrates the experiment skill or
knowledge systematically.
Phase 3 : training the students training Teacher plans and guide the training of
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student knowledge.
Phase 4 : checking students understanding
and giving feedback
Teacher checks the task of student and give
feedback.
Phase 5 : giving opportunity to do continue
training and application
Teacher prepare the specific course to apply
the concept in daily life.


c. Cooperative Jigsaw Type Learning Model
In this technique, the teacher noticed schemata or background of the student experience
and help students activate schemata is that the lessons become more meaningful material. In
addition, students work with fellow students in an atmosphere of mutual help and have many
opportunities to process information and improving communication skills. Type of Jigsaw
Cooperative learning is a type of cooperative learning consists of several members in one
group responsible for the control of the learning materials and be able to teach the material to
other members in the group (Arends, 1997). In this learning model, students learn in small
groups of 4-6 people working together heterogeneous and positive interdependence and
responsibility for the thoroughness of the subject matter to be learned and deliver such
materials to members other groups.
On the type of Jigsaw cooperative learning models, there is a initial/ origin group and
expert groups. From the group consisting of an umbrella group of students of students with
the ability, origin, and family backgrounds are diverse. The group home is a combination of
several experts. The expert group is composed of a group of students from different members
of the group assigned to study and explore specific topics and completing tasks related to the
topic later explained to the members of the group of origin as figure bellow.

Figure 2.1 The scheme of Jigsaw cooperative model

Initial group
Expert group
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Jigsaw learning steps are as follows:
1) Students are divided into several groups (5-6 people per group member);
2) Course materials provided to students in the form of text that has been divided into
several sub-chapters;
3) Each member of the group read the assigned section and is responsible for the study.
For example, if the material presented on the excretion system, then a student in one
group learned about the kidney, there is the study of the lungs, liver and other students
studying the skin.
4) Members of other groups who have studied the same section meet in expert groups to
discuss them.
5) After discussion done, each members of the expert group return to their initial group
and in charge of teaching their peer.
6) In the home group meetings and discussions, students are bills in the form of
individual quiz.

d. Learning Achievement
Students' intellectual abilities determine the success in obtaining student achievement.
To know a person's success or failure in learning it is necessary to an evaluation, the aim to
determine student achievement obtained after the learning process takes place. Then the
results of achievements obtained can be interpreted as a learning activity that has been done.
However, many people assume that what is meant by learning is seeking knowledge and
study. There is another more specific to mean that learning is absorbing oengetahuan.
Learning is the change in human behavior. Process will not happen if no one is pushing the
individual concerned (Sunar, 2009).
Learning achievement is inseparable from learning, because learning is a process,
while the performance is the result of the learning process. Understand the terms of learning
achievement in dotted outline must reject the notion that learning itself. To the experts
expressed the opinion that varies according to the views they hold. But of a different opinion
that we can find a common point. With respect to learning achievements, Poerwanto in
Sunar, 2009 gives terms of learning achievement is "the results achieved by a person in an
effort to learn as stated in the report cards.
Furthermore, Winkel in Sunar, 2009 mention that "learning achievement is a
testament to the success of a person's ability to learn or students in learning activities in
accordance with the weight of its achievements." Meanwhile, according to S. Nasution in
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Sunar 2008, learning achievement is: "Perfection is achieved in one's thinking, feeling and
doing. Learning achievement is said to perfect if it meets the three aspects namely: cognitive,
psychomotor affective and, conversely unsatisfactory performance is said if a person has
been unable to meet the target in all three criteria. "
Based on the above understanding, it was explained that learning achievement is a
humanitarian level students have to accept, reject, and assess the information obtained in the
learning process. One's learning achievement in accordance with the degree of success in
learning the subject matter something that is expressed in value or report cards every field of
study after experiencing the learning process. Student achievement can be detected after
extensive evaluation. The results of the evaluation may show high or low on student
achievement (Sunar, 2008).

VI. Theoretical Framework
According Muhibin Shah in Feriyati 2008, one indicator of the success of the learning
process can be seen in student achievement. The success of the learning process is strongly
influenced by internal factors such as: intelligence, talent, motivation, learning activities and
so on and external factors such as: teachers, teaching materials, teaching facilities, and
teaching methods.
Direct model of learning is a learning model that emphasizes the mastery of concepts
and/or behavioral changes with emphasis on deductive approach, with the following
characteristics: (1) transformation and skills directly, (2) a specific goal-oriented learning, (3)
material which has been structured learning, (4) has been structured learning environment,
and (5) is structured by the teacher. The teacher acts as a transmitter of information to
students as recipients of information from the teacher.
Cooperative learning can also improve student achievement is higher than competitive
learning or individualistic learning. Cooperative learning can also arouse students' interest of
learning, improving skills socially, helping to adapt, to reduce ethnic disparities and improve
self-esteem of students. Due to the success of cooperative learning group achievement
awards, awards to individual students automatically.
According Feriyati 2008, learning in schools that involve students and teachers will
give birth to values that will carry over and continue to be reflected in the life of the
community. Learning that involves students active, the group worked together to
(cooperative) will lead a participatory learning environment and become more alive. Learning
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Cooperative learning techniques to encourage the emergence of the idea of better quality and
can enhance the creativity of students. Jigsaw is part of the learning techniques of
Cooperative Learning. If the implementation of the Learning Cooperative learning procedure
is correct, it would be possible to activate the students so as to improve student achievement.
Based on the explanation above, it will difference in term of students achievement
that learns through cooperative jigsaw model and direct instruction learning model in
learning.

VII. Hypothesis
There is difference in learning achievement of student who learns through cooperative
jigsaw model and direct instruction learning model in learning chemistry at Grade One SMA
Negeri 4 Amlapura.

VIII. Methods
a. Type of Research
This research is an experimental research focusing on examining the differences in
learning achievement of student who learn through cooperative jigsaw model and direct
instruction learning model in learning chemistry at Grade One SMA Negeri 4 Amlapura. This
experimental research is a quasi experiment using the cooperative jigsaw type model as a
treatment in control group design.
b. Research Design
The design of this research is the matching-only design, specifically, the matching-
only pretest-posttest control group design. The matching will be conducted by using the
previous achievement data in learning chemistry of both classes that will become control
group and treatment group. In choosing both control and treatment group is by looking the
similarity of the previous achievement in learning chemistry. In this research, one group
receives the experimental treatment (treatment group) while the other does not (control
group), and then both groups are pre and post tested on the dependent variable. A figure of
this design is as follows.


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Treatment
group
O
1
M X
1
O
2

Control group O
1
M X
2
O
2

Figure 2. The Matching-Only Pretest-Posttest Control Group Design
Information:
X
1
: The treatment group who learn through cooperative jigsaw type learning model
X
2
: The control group who learn through direct instruction learning model
O
1
: Initial observation, that is after giving result of pretest.
O
2
: Final observation, that is after giving result of posttest.
In this research, the independent variable is cooperative jigsaw type of learning model
as treatment in treatment class and as a dependent variable is students achievement.

c. Places
This research will be conducted at SMA Negeri 4 Amlapura. This school has 500
students divided into 18 classes. However, in this experiment will involve two classes of first
grade students that have equal level in term of ability of study.

d. Subject and Object
The subject of this research is two classes in first grade student at SMA Negeri 4
Amlapura, in XA class (that consist of 32 students) and XB class (that consist of 32 students).
XA class will become experiment class that learn through cooperative jigsaw model, while
XB class will become control class that learn through direct instruction learning model. These
classes are chosen based on the matching technique of the similarity in the students
achievement the previous chemistry subject and fulfill the graduate standard in chemistry
subject matter. The object this research is the students achievement after treatment assessed
through result of pretest and posttest.
e. Instrument
The instrument that used in this research is multiple choice and essay that will be
conducted as pretest and posttest in control group and treatment group.
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f. Data analysis
To test the hypothesis used analysis of covariance (ANAKOVA). The analysis was
done because the researchers wanted to determine whether there is difference in student
achievement by using a model of direct instruction (direct instruction) and using the Jigsaw
model of the type of cooperative learning. For the use of the work steps are as follows
Anakova
1. Understanding the variables that will be used in Anakova
- Criterion is the dependent variable (Y) is a variable that is affected, where the data
should form an interval or ratio.
- Covariabel called control variables (X).
- Factor is also called independent variable or variables that we want to know the
effect of experimental

2. Determining the amount of total square (Jkt) of criterium, covariable and product XY
- Criterium (Y),
N
Y
Y Jkt
t
t Y
2
2
) (E
E =
- Covariabel (X),
N
X
X Jkt
t
t X
2
2
) (E
E =
- Product (XY),
N
Y X
Y X Jkt
t t
t t XY
) )( ( E E
E E =

3. Calculating the Square in Group of of criterium, covariable and product XY
- Criterium (Y), Jkd
y
=
(

E
+ +
E
+
E
E
k
k
t
n
Y
n
Y
n
Y
Y
2
2
2
2
1
2
1 2
) (
........
) ( ) (

- Covaribel (X), Jkd
x
=
(

E
+ +
E
+
E
E
k
k
t
n
X
n
X
n
X
X
2
2
2
2
1
2
1 2
) (
........
) ( ) (

- Product (XY), Jkd
xy
=
(

E E
+ +
E E
+
E E
E
k
k k t t
t t
n
X Y
n
Y X
n
Y X
Y X
) )( (
........
) )( ( ) )( (
2
2 2
1


- Calculating amount of total residue square (JKres) inter and intra group

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- Amout of Square Total Residue of Group (Jkres
t
), Jkres
t
=
x
xy
y
Jkt
Jkt
Jkt
2
) (

- Amout of Square Total Residue in Group (Jkres
d
), Jkres
d
=
x
xy
y
Jkd
Jkd
Jkd
2
) (

- Amout of Square Total Residue Between Group (Jkres
a
), Jkres
a
= Jkres
t
-
Jkres
d



4. Calculating the total freedom degree intern and intra group
- db
t
= N 2
- db
a
= K 1
- db
d
= N K 1

5. Determining the residue varian by calculate the mean of square residue between
group (Rkres
a
) and in the group (Rkres
d
)
- Mean of square residue between group (Rkres
a
), Rkres
a
=
a
a
db
Jkres

- Mean of square residue in the group (Rkres
d
), Rkres
d
=
d
d
db
Jkres


6. Calculating the ratio F resideu (F)
F =
d
a
Rkres
Rkres

7. Conducting significant test
This step is performed by comparing the price of F contained empirical with
theoretical values in Table F. With the provisions of an empirical F> F is interpreted
significant theoretical or there are significant differences between the study variables and vice
versa if the empirical F <F the theoretical interpretation is not significant or no significant
differences between the study variables.




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REFERENCES
Arends, Richard. 2004. Learning To Teach. 6
th
Ed. New York: McGraw-Hill Co.Inc.

Estiarini, Cecilia. 1995. Studi Komparasi Penggunaan Metode Inkuiri dan Metode Ceramah
Terhadap Prestasi Belajar Bidang Studi IPA Pada Siswa Kelas IV SD Kanisius Klepu
Sendangmulyo Minggir Sleman Tahun Ajaran 1994/1995. Jurusan Teknologi Pendidikan, FIP
IKIP Negeri Yogyakarta.

Fraenkel, J.K. and Wallen, N.E. 1993. How to Design and Evaluate Research in Education
Second Edition. New York: Mc.Graw Hill.

Feriyati, Supriyani. 2008. Studi Komparasi Pembelajaran Kooperatif Metode Jigsaw Dan
Group Investigation (Gi) Ditinjau Dari Motivasi Belajar Terhadap Hasil Belajar Siswa.
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta

Sudrajat, Akhmad. 2008. Cooperatif Learning Tipe Jigsaw.
http://akhmadsudrajat.com/2008/07/31/cooperative-learning-teknik-jigsaw/ Acessed on 24
th

May 2012

Sunar. 2008. Pengertian Prestasi Belajar. at http://sunartombs.com/2009/01/05/pengertian-
prestasi-belajar/ Acessed on 24
th
May 2012

Triyanto. 2007. Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta :
Prestasi Pustaka Publisher





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