PDF | Lectures of magnetic electricity is generally carried out by the method of one-way delivery of Komparasi Metode Pembelajaran SMA YANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW. Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Pada Materi Salah satu metode pengajaran alternatif untuk mengajar adalah model. Download as PPT, PDF, TXT or read online from Scribd. Flag for inappropriate . Langkah-langkah Pelaksanaan Model Pembelajaran Kooperatif Tipe Jigsaw.
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Penelitian ini bertujuan untuk mengetahui dampak peningkatan keaktifan belajar siswa dengan penerapan metode kooperatif tipe jigsaw pada pembelajaran. The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL The results showed that Jigsaw cooperative learning model was influenceive to increase students learning outcomes. Full Text: PDF .
Results of the study showed student learning activities in the cycles increased by Aronson, Elliott. The Jigsaw Classroom.
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Skip to main content Skip to main navigation menu Skip to site footer. Abstract This study aims to determine the increase of mathematics learning outcomes through the implementation of jigsaw learning model in class VII.
This technique can be used in teaching reading, writing, listening, or speaking. In this technique, the teacher looks at the schema or background of the student's experience and helps students activate the schemata so that the lesson material becomes more meaningful. In addition, students work together with fellow students in a mutual gotong royong atmosphere and have many opportunities to process information and improve communication skills.
Lie said Jigsaw is type cooperative learning is a type of cooperative learning consisting of several members within a group responsible for mastery of the subject matter and being able to teach the material to other members of the group.
Jigsaw type cooperative learning model is a model of cooperative learning where students learn in small groups with heterogeneous members and work together positive interdependence and responsible for the completeness of the subject matter that must be learned and submit the material to other group members. Jigsaw is designed to enhance students' sense of responsibility for their own learning as well as the learning of others.
Students not only learn the material given, but they must also be ready to give and teach the material to other members of the group. Acces on 23 Oct at In learning, the teacher must understand the nature of the subject matter he teaches and understand the various learning models that can stimulate the students' ability to learn with the teacher's careful planning.
The origin group is a student parent group of students with diverse heterogeneous abilities, origins, and family backgrounds.
The number of members in the original group adjusts to the number of parts of the subject matter that the student will study in accordance with the learning objectives to be achieved. This group of origin by Aronson is called the Jigsaw group sawtooth. The origin group is a combination of several experts.
Expert group is a group of students consisting of members of different groups of origin who are assigned to study and explore specific topics and complete tasks related to the topic to be explained to the group members of origin. In the group of experts, students discuss the same piece of learning material, as well as devise a plan how to convey to a friend if back to the original group. During the discussion process, the teacher facilitates group discussions of both expert groups and groups of origin.
Students learn more from their friends in cooperative learning than teachers. Access on 29 Oct at Access on 24 Oct at According to this view, phonemic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are form together to form complete meaningful texts. Pre Listening An activity serves as a preparation for listening.
During pre- listening, teachers can set goals and or prepare in advance what the material is for listening, prepare linguistically or background knowledge as needed and also determine top down from the overall meaning or from bottom up focusing on words and phrases.
Thus, students know the listening type being heard, as well as the purpose of what is being heard. Then in the Bottom-Up strategy, teachers help find the vocabulary, the grammar that is the key to the conversations presented in the recording listening. For example, in accordance with Top-Down examples, restaurant conversations, learners are helped to find vocabulary about ordering food or drink, or other vocabulary essential to answering questions from the Listening Comprehension question.
When the pre listening process has been done, then the next is the listening process. While listening directly related to engagement withtext, learners during the lesson doing the exercises during listening. Access on 26 Oct at Includes precision in determining the meaning of vocabulary, sounds and meaning of words.
Post listening in the application of Top-Down and Bottom-Up strategies is the activity of the teacher to ask questions and ask the learners to answer that question. Learners are also stimulated for talk and participate actively in the task. Other than that, teachers need to encourage learners to respond to what they are listen and open discussion forums Thus, during the activity listening learners can get a general idea about listening delivered and some vocabulary used.
As part of post- listening, teachers can ask the learners to deduce the meaning of the new word from the context that appears.
This exercise is very important because it can hone the ability of learners in summing up the meaning of a new word in a particular context.