ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to reveal the significant impact of implementing the role-based jigsaw method on seventh-grade students' reading comprehension at SMPN 1 Tarakan. This research employed one group pretest-posttest design and involved 32 students from Class VII-3. Data were collected through multiple-choice reading comprehension tests administered before and after the intervention. The results showed that students' average scores increased from 57.81 on the pre-test to 77.66 on the post-test. A paired t-test revealed a statistically significant difference between the pre-test and post-test scores (t=-14.248, df=31, p0.001). Therefore, the null hypothesis (Ho) was rejected, and the alternative hypothesis (H.) was accepted. Students were seen discussing the assigned reading passages in Expert Groups and sharing their understanding in Home Groups while carrying out the cognitive and functional roles assigned to them. The N-Gain effectiveness score of 47% indicates that the implementation of this method is categorized as "Less Effective" based on the effectiveness criteria used. However, because this research employed one group pretest-posttest design without a control group, these findings must be interpreted within the limitations of the research design and do not establish a direct cause-and-effect relationship. Through the division of cognitive and functional roles within the group, students are encouraged to actively participate in text comprehension, discussions, taking responsibility for tasks, and sharing information with other group members. Based on the research findings, English teachers are advised to implement the role-based jigsaw method as an alternative reading instruction strategy that can encourage student engagement and improve comprehension. Future researchers are advised to use a more comprehensive research design, such as including a control group and extending the duration of the intervention, in order to obtain optimal and in-depth results.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian Tindakan Kelas (PTK) ini bertujuan meningkatkan keaktifan serta hasil belajar siswa kelas VIII SMP Katolik Frater Don Bosco Tarakan dengan menerapkan model pembelajaran Jigsaw. Data dikumpulkan melalui observasi, tes, dan dokumentasi yang dilaksanakan dalam dua siklus, mencakup tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan signifikan; jika pada siklus I persentase keberhasilan hanya mencapai 16% dengan berbagai kendala, pada siklus II angka tersebut meningkat menjadi 29,6% dan telah memenuhi kriteria ketuntasan yang ditetapkan. his Classroom Action Research (CAR) aims to improve the activeness and learning outcomes of eighth-grade students of Frater Don Bosco Catholic Middle School Tarakan by implementing the Jigsaw learning model. Data were collected through observation, testing, and documentation carried out in two cycles, including the planning, implementation, observation, and reflection stages. The results showed a significant increase; if in cycle I the percentage of success only reached 16% due to various obstacles, in cycle II the figure increased to 29.6% and has met the established completion criteria.
ThesisOpen AccessMetadata saja
2025•
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DALAM MATA PELAJARAN IPS UNTUK MENINGKATKAN KERJASAMA INDIVIDU SISWA KELAS V-A DI SDN 004 TARAKAN Abstrak Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe jigsaw dalam mata pelajaran IPS untuk meningkatkan kerjasama individu siswa kelas V-A di SDN 004 Tarakan. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian 26 siswa kelas V-A. Penelitian ini dilaksanakan dengan 2 siklus, setiap siklus terdiri dari 2 pertemuan. Pengumpulan data dilakukan melalui wawancara, observasi terhadap aktivitas siswa dan guru, rubrik penilaian afektif dan penilaian psikomotorik serta dokumentasi. Jenis pembelajaran yang digunakan yaitu kooperatif tipe jigsaw. Hasil penelitian menunjukan penerapan model pembelajaran kooperatif tipe jigsaw dalam mata pelajaran IPS untuk meningkatkan kerjasama individu siswa kelas V-A di SDN 004 Tarakan mencapai indikator atau KKM yang telah ditentukan sebesar 70%. Keberhasilan terlihat dari aktivitas siswa siklus I memperoleh 63%, pada siklus II 93%. Observasi guru siklus I sebesar 58.7%, pada siklus II memperoleh 82.6%. Hasil rata-rata penilaian efektif siswa pada siklus I sebesar 45 dengan presentase klasikal 11.53% meningkat pada siklus II mencapai rata-rata penilaian 78 dengan presentase klasikal 84.61%. Penilaian psikomotorik yang dilakukan siklus I yaitu rata-rata nilai sebesar 66 dengan presentase klasikal 53.84% meningkat pada siklus II yaitu rata-rata nilai 81 dengan presentase klasikal 88.46%. Secara keseluruhan dengan penilaian efektif dan psikomotorik diperoleh nilai rata-rata keseluruhan pada siklus 1 yaitu 55.5 dengan presentase klasikal sebesar 11.53% dan pada siklus Il diperoleh nilai rata-rata keseluruhan yaitu 79.5 dengan presentase klasikal 80.76%. Hasil diperoleh melebihi indikator yang ditetapkan 70% sehingga dikatakan berhasil dan telah selesai.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Learning models contribute to students' learning outcomes because the way of interaction and collaboration in the learning process can affect the understanding of the material. To determine the effect of cooperative learning models on learning outcomes, a quasi-experimental study with a pretest-posttest nonrandomized control group design was conducted. In this study, Think Pair Share (TPS) and Jigsaw learning models were chosen for learning environmental changes. This research was conducted at MAN Tarakan in November 2024. The research sample was class X.6 students as experiment 1 class and class X.4 students as experiment 2 class. The research instrument used was a test instrument in the form of multiple-choice questions. The results indicated that the posttest scores of students who learned with the Think Pair Share (TPS) learning model were higher than those of students who were taught with the Jigsaw learning model. Hypothesis testing using an independent t-sample t-test was carried out with a confidence level of 95% and obtained a sig (2-tailed) value of 0.441> 0.05, which means that H0 is accepted and H1 is rejected. Based on the hypothesis test, it can be concluded that there was no difference in biology learning outcomes between students who used the TPS learning model and the Jigsaw model. However, the N-gain test results indicated that the TPS model got a value of 61.31%, which was included in the "Quite Effective" category in improving student learning outcomes. In contrast, the Jigsaw model got a value of 54.55%, which is included in the "Less Effective" category. Therefore, it is concluded that although there was no significant difference, the TPS model was more effective than the Jigsaw model in improving learning outcomes
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The objective of the research was to improve students' reading skills on narrative text through jigsaw technique. The research was conducted at SMPN 4 Tarakan as a research site. The subjects of the research amounted to 28 students from class VIII-9 at SMPN 4 Tarakan. The research method used was classroom action research (CAR). It used the Kemmis and McTaggart model which was carried out in 2 cycles where each cycle consisted of the stages of planning, action, observation and reflection. The research instruments used were observation sheets and written tests. The results of the research showed an improvement in students' reading skill and text comprehension. This can be seen from the students' test results. The results of the reading test in the first cycle did not meet the criteria of success because the results showed that only 43% (12 out of 28 students) reached the criteria for achieving learning objectives while the results of the students' reading test in the second cycle showed that 79% (22 out of 28 students) reached the criteria for achieving learning objectives. The results of the observation sheet showed a significant increase in teacher and student activities from cycle 1 to cycle 2. Thus, the success criteria were met. Based on the results of the research, it concluded that the jigsaw technique can improve students' reading skills on recount text at eight grade students of SMPN 4 Tarakan. Keywords: Classroom Action Research, Reading Skills, Jigsaw Technique
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
IMPROVING STUDENTS’ SPEAKING PERFORMANCE BY USING JIGSAW MODEL AT EIGHTH GRADE OF SMP NEGERI 4 TARAKAN ABSTRACT This study aims to improve students' speaking performance by using the jigsaw model in class VIII SMP Negri 4 Tarakan. Researchers used a two-cycle classroom action research method, each cycle consisting of four stages, namely: planning, implementation, observation, and reflection. The research subjects were 30 students of class VIII-4 of SMP Negeri 4 Tarakan. The research data were collected through classroom observation and speaking tests. The results showed that the application of the jigsaw learning model could significantly improve the speaking performance of students in grade VIII of SMP Negeri 4 Tarakan. This is evidenced by the increase in the average student test scores from cycle I to cycle II. The improvement shows that the jigsaw learning model is effective for students' speaking performance especially in terms of fluency, vocabulary, grammar, and pronunciation. The results of this study indicate that the jigsaw learning model can be an effective alternative to improve the speaking performance of junior high school students. This model has several advantages, including the ability to increase students' motivation and involvement in learning, encourage collaboration, collaboration between students, and help students better understand the learning material. Keywords: Speaking Performance, Jigsaw.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effect of using the jigsaw technique on the speaking abilities of eight-grade students at SMPN 1 Mentarang. The research used a quantitative method with a pre-experimental design using a one-group pre-test and post-test. The sample is determined using a purposive sampling technique, where the researcher selects class 8A with 20 students as the researcher subject. The data collection technique involves instruments in the form of pre-tests and post-tests with monologue questions. Data were analyzed using tests of normality, homogeneity, and paired sample t-tests. The data analysis results indicated that the data were normally distributed and homogeneous. The hypothesis testing result with paired sample t-test showed a significance value smaller than 0.05, which means that Ha is accepted and Ho is rejected. From this study, it can be concluded that the jigsaw technique has a positive effect on the speaking abilities of students at SMPN 1 Mentarang.
ThesisOpen AccessMetadata saja
2023•
Penelitian ini bertujuan untuk meningkatkan prestasi membaca siswa menggunakan Teknik Jigsaw Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang terdiri dari empat tahap (Perencanaan, Plaksanaan, Pengamatan dan Refleksi). Subjek penelitian ini adalah siswa kelas X Kep-B (25 siswa). Kriteria keberhasilannya adalah 75% siswa mencapai nilai minimal (KKM) yaitu 75. Pengumpulan data dilakukan melalui penilaian tes tertulis, dan observasi kegiatan guru dan siswa. Hasil penelitian menunjukkan bahwa terdapat peningkatan prestasi membaca siswa dengan menggunakan Tenik Jigsaw. Pada siklus 1 menunjukkan prestasi membaca siswa sebesar 71% pada pertemuan pertama dan 76% pada pertemuan kedua (kategori cukup), sedangkan pada siklus 2 mencapai 86% (pertemuan pertama) dan 95% (pertemuan kedua) kategori sangat baik. Selain itu, persentase hasil belajar siswa pada siklus I sebesar 44% atau 11 dari 25 siswa di kelas mencapai nilai ketuntasan minimal (75) dengan nilai rata-rata 70 dan meningkat pada siklus Il menjadi 84% atau 21 dari 25 siswa dengan rata-rata 81. Dengan demikian dapat disimpulkan bahwa penggunaan teknik jigsaw dapat meningkatkan keterampilan membaca pemahaman siswa kelas X Kep B SMK Kesehatan Tarakan.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk menjawab tiga pertanyaan terkait perbandingan penerapan model pembelajaran kooperatif tipe jigsaw pada kemampuan akademik siswa terhadap kemampuan berpikir kritis siswa. Pertama, apakah terdapat perbedaan kemampuan berpikir kritis siswa antara kelompok siswa yang belajar menggunakan model pembelajaran kooperatif tipe jigsaw dan kelompok siswa yang belajar dengan model pembelajaran langsung? Kedua, apakah terdapat perbedaan kemampuan berpikir kritis siswa antara kelompok siswa yang memiliki kemampuan akademik yang tinggi dengan yang sedang? Ketiga, apakah terdapat interaksi antara model pembelajaran kooperatif tipe jigsaw dan model pembelajaran langsung siswa yang memiliki kemampuan akademik yang tinggi dengan sedang terhadap kemampuan berpikir kritis siswa? Hasil dari penelitian ini, penulis menyimpulkan bahwa: pertama, hasil uji Mann-Whitney test antara model pembelajaran diperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,456>0,05. Maka hipotesis ditolak sehingga dapat dikatakan bahwa tidak terdapat perbedaan kemampuan berpikir kritis siswa antara kelompok siswa yang belajar dengan model pembelajaran kooperatif tipe jigsaw dan kelompok siswa yang belajar dengan model pembelajaran langsung. Kedua, hasil uji Mann-Whitney test antara kemampuan akademik siswa diperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,0010,05. Maka hipotesis diterima sehingga dapat dikatakan bahwa terdapat perbedaan kemampuan berpikir kritis antara kelompok siswa yang memiliki kemampuan akademik sedang dan kelompok siswa yang memiliki kemampuan akademik tinggi. Ketiga, hasil uji kruskal-wallis test diperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,0070,05. Maka hipotesis diterima sehingga dapat dikatakan bahwa terdapat interaksi antara model pembelajaran kooperatif tipe jigsaw dan model pembelajaran langsung dengan siswa yang memiliki kemampuan akademik sedang dan siswa yang memiliki kemampuan akademik tinggi terhadap kemampuan berpikir kritis. Kata Kunci: Model Pembelajaran Kooperatif Tipe Jigsaw, Kemampuan Berpikir Kritis
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to improve students’ speaking performance by using the Jigsaw and Role-Play model for second-grade students of Junior High School of Don Bosco Tarakan. The research design used was Classroom Action Research (CAR) with four stages; (1) Planning; (2) Actions; (3) Observations; (4) Reflection. The number of students in this research was 25 in the second grade of Junior High School Don Bosco Tarakan. The research result showed that the Jigsaw and Role-Play model was used by English language teachers, indicating that students’ speaking performance goes up based on students’ work together, discussion, and exchange of opinions about learning materials. The first cycle reached 60% of the success indicator, and in the second cycle, there was an increase of 24%, so the students’ speaking performance incresead by 84% and reached the minimum score (KKM). So, it can be concluded that the Jigsaw & Role Play learning model can improve students’ speaking performance.
