Belajar merupakan suatu proses yang

Belajar merupakan suatu proses yang menimbulkan terjadinya suatu perubahan atau pembaharuan dalam tingkah laku dan kecakapan. Akan tetapi kenyataannya proses belajar pada mata pelajaran Pendidikan Kewarganegaraan di SMP Negeri 1 Sayung, Kabupaten Demak banyak mengalami hambatan. Seperti peserta didik cenderung pasif saat pembelajaran. Untuk mengatasi permasalahan tersebut guru menerapkan pembelajaran kooperatif tipe Jigsaw yang merupakan salah satu tipe pembelajaran kooperatif mudah diterapkan dan melibatkan keaktifan peserta didik. Rumusan masalah dalam penelitian ini adalah (1) bagaimana aktivitas belajar siswa dalam pembelajaran yang menggunakan model pembelajaran Kooperatif tipe Jigsaw pada mata pelajaran Pendidikan Kewarganegaraan di kelas VII SMP N 1 Sayung Kabupaten Demak? (2) apakah ada perbedaan hasil belajar Pendidikan Kewarganegaraan menggunakan model pembelajaran kooperatif tipe Jigsaw dengan tipe STAD (Students-Achievement Division) kelas VII SMP N 1 Sayung Kabupaten Demak.
Desain penelitian ini menggunakan Quasi-Experimental Design dengan bentuk Pretest dan Postest Control Group Design. Populasi dalam penelitian ini adalah peserta didik kelas VII. Pengambilan sampel menggunakan teknik cluster random sampling, terpilih kelas VII D sebagai kelas eksperimen menggunakan model pembelajaran kooperatif tipe Jigsaw dan kelas VII E sebagai kelas kontrol menggunakan pembelajaran STAD. Metode pengumpulan data yang digunakan adalah tes, observasi, dan dokumentasi. Analisis data penelitian menggunakan bantuan SPSS22.
Dalam pelaksanaan strategi belajar mengajar model kooperatif tipe Jigsaw, aktivitas belajar siswa lebih aktif. Karena setiap siswa diberikan tanggung jawab untuk menyampaikan materi yang telah ditugaskan terhadap anggota kelompok lainnya. Hal ini sesuai dengan materi pelajaran yaitu mengaktualisasikan kemerdekaan mengemukakan pendapat. Sementara pelaksanaan strategi belajar mengajar model kooperatif tipe STAD, aktivitas belajar siswa cenderung pasif. Hal ini disebabkan siswa lebih mengandalkan anggota kelompok yang berprestasi. Hasil uji-t Uji Independent Sample T Tes rata-rata hasil belajar posttest kedua kelas berbeda. Hasil nilai rata-rata kelas eksperimen yaitu 82,63. Sementara hasil rata-rata kelas kontrol dengan model pembelajaran STAD yaitu 70,51. Jadi dalam hal ini penerapan model pembelajaran jigsaw lebih efektif karena nilai rata-rata melebihi nilai KKM yang telah ditentukan. Data yang diperoleh adalah (thitung > ttabel) 1,775>1,66 pada taraf signifikansi 0,05, maka Ho ditolak dan Ha diterima. Jadi kedua rata-rata sampel memiliki hasil yang berbeda.
Berdasarkan simpulan di atas diajukan beberapa saran sebagai berikut: (1) penggunaan model pembelajaran kooperatif tipe jigsaw pada tahap pembagian kelompok harus memperhatikan waktu pembelajaran agar berjalan efektif, (2) perlu adanya kesepakatan pembagian kelompok sebelum peraturan dalam menjalankan diskusi dan peraturan kelompok, sehingga tidak terjadi kegaduhan dan waktu yang terbuang, (3) direkomendasikan bagi guru Pendidikan Kewarganegaraan untuk menerapkan model pembelajaran kooperatif tipe jigsaw pada metari mengaktualisasikan kemerdekaan mengemukakan pendapat, (4) direkomendasikan untuk penelitian lebih lanjut pada ranah afektif dan psikomotorik.

Results (English) 1:

Learning is a process that gives rise to the occurrence of a change or renewal in the behaviors and skills. But the fact is the learning process on the subjects of Civics in junior high Country 1 Sayung, Demak many experience obstacles. As learners tend to be passive while learning. To overcome these problems of teachers applying cooperative learning, Jigsaw type which is one type of cooperative learning are easy to implement and involves the liveliness of the learners. Formulation of the problem in this research are (1) how the learning activities of students in learning using Cooperative learning, Jigsaw-type model on civic education subjects in grades VII SMP N 1 Sayung Demak Regency? (2) whether there is any difference in the results of learning citizenship education using learning model cooperative Jigsaw type with type STAD (Students-Achievement Division) Class VII SMP N 1 Sayung Demak Regency.The design of this research uses Quasi-Experimental Design with Pretest and Postest Control Group Design. The population in this research is the learners Class VII. Sampling using cluster random sampling techniques, elected Class VII D as class experiments using cooperative learning, Jigsaw-type model and Class VII E learning control using class as STAD. The data collection method used is the test, observation, and documentation. The analysis of research data using the help SPSS22. In the implementation of the strategy of teaching and learning model cooperative type Jigsaw learning activities, students are more active. Because every student is given the responsibility to deliver material that had been deployed against the rest of the group. This is in accordance with the subject matter i.e. actualize independence suggested. While the implementation of the strategy of the teaching and learning model cooperative learning activity type STAD, students tend to be passive. This is due to more students rely on members of the Group of achievers. Test results-Independent Sample T-test t Test results average second posttest study of different classes. The results of the average value of experimental class i.e. 82.63. While the average results of the control class with the model of learning i.e. 70.51 STAD. So in this case the application of the model of learning is more effective because jigsaw average value exceeds the value of the KKM has been determined. The data retrieved is (thitung > ttabel) > 1.66 1.775 on level of significance, Ho is rejected then 0.05 and Ha is received. So both the average of the samples have different results.Based on the above conclusions put forward some suggestions as follows: (1) the use of cooperative learning model type of jigsaw in the break-out group should pay attention to the time of learning to run effectively, (2) the need for an agreement before the break-out group discussion in the run rules and rule groups, so that is not the case of noise and wasted time, (3) recommended for civic education teachers to implement cooperative learning, jigsaw-type model on metari actualize independence suggested (4) it is recommended to further research in the realm of affective and psychomotor.

Results (English) 2:

Learning is a process that led to the occurrence of a change or innovation in behavior and skills. However, in reality the process of learning on the subjects of Civic Education in SMP Negeri 1 Sayung, Demak many obstacles. As learners tend to be passive when learning. To overcome these problems, teachers use cooperative learning of Jigsaw, which is one type of cooperative learning is easy to implement and involves active learners. The problems of this study are (1) how the learning activities of students in the use of the model type of Jigsaw Cooperative Learning on the subjects of Civic Education in class VII SMP N 1 Sayung Demak? (2) whether there are differences in learning outcomes Civic education using cooperative learning model Jigsaw with STAD (Students-Achievement Division) class VII SMP N 1 Sayung Demak.
The design of this study using Quasi-Experimental Design with shapes pretest and Posttest Control Group Design , The population in this study were students of class VII. Sampling using random cluster sampling, selected class VII D as class experiments using cooperative learning model Jigsaw and class VII E as grade control using STAD. Data collection methods used were tests, observation, and documentation. Analysis of experimental data using SPSS22 assistance.
In the implementation of teaching and learning strategies Jigsaw cooperative model, a more active student learning activities. Because every student is given the responsibility to deliver material that has been assigned to the other group members. This is consistent with the subject matter that is actualized freedom of expression. While the implementation of teaching and learning strategies STAD cooperative model, student learning activities tend to be passive. This is due to more students rely on members of the group who excel. The results of the t-test Test Independent Sample T Test average second posttest learning outcomes of different classes. The results of the average value of the experimental class is 82.63. While the average yield of the control class learning model STAD ie 70.51. So in this case the application of jigsaw learning model is more effective because the average value exceeds a predetermined value KKM. The data obtained is (thitung> ttabel) 1.775> 1.66 at significance level of 0.05, then Ho is rejected and Ha accepted. So both the sample average have different results.
Based on the conclusions above proposed some suggestions as follows: (1) the use of cooperative learning model jigsaw at this stage of the division of the group must pay attention to the learning time in order to be effective, (2) the need for an agreement sharing group before regulations in carrying out discussions and regulations of the group, so there is no noise and wasted time, (3) is recommended for teachers Citizenship Education to implement cooperative learning model jigsaw on metari actualize freedom of expression, (4) are recommended for further research in the realm affective and psychomotor.