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 penerapan model pembelajaran Jigsaw pada mata 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.
Terdapat perbedaan hasil belajar Pendidikan Kewarganegaraan pada materi mengaktualisasikan kemerdekaan mengemukakan pendapat pada model pembelajaran jigsaw dan model pembelajaran STAD. Hasil nilai rata-rata kelas eksperimen dengan model pembelajaran jigsaw 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.
Berdasarkan simpulan di atas diajukan beberapa saran sebagai berikut. (1) penggunaan model pembelajaran kooperatif tipe jigsaw pada tahap pembagian kelompok harus memeperhatikan 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.

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 application of the learning model Jigsaw on the subjects of Civics 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. There is a difference in the civic education study results on the material independence actualized suggested on models of learning and the learning model jigsaw STAD. The results of the average value of the class experiments with jigsaw learning model that is 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.Based on the above conclusions put forward some suggestions as follows. (1) the use of cooperative learning, jigsaw-type models on stage Division of the Group should be memeperhatikan time 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 time wasted.

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 does the application Jigsaw learning model in the eyes of subjects Civic Education in class VII SMP N 1 Sayung Demak. (2) Is there any difference 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.
There are differences in learning outcomes of Civic Education in the material actualize freedom of expression in the jigsaw learning model and learning model STAD. The results of the average value of the experimental class with jigsaw learning model 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.
Based on the above conclusions put forward some suggestions as follows. (1) the use of cooperative learning model jigsaw stage group divisions must memeperhatikan learning time in order to be effective, (2) the need for group sharing agreements before the rules and regulations in conducting group discussions, so there is no noise and wasted time.