Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar IPS Siswa Kelas V SD Negeri 76 Pematang Pudu

Abstract

The experiment was conductedin Aprilto Marchthe second semesterof academic year2012/2013. Problem this studyis the result ofsocial studiesis still low. The lowlearning outcomesIPScausedby severalthings including: (a) In thelearning processthe teacherdoes notusean innovativelearning model. This is evident from the averagevalue ofdaily testsof students who reach grade V KKM inelementary school 76Pematang Pudu is 56.5 of 40 students. Ofthese problems needs to be done to implement the action researchmodel of cooperative learning jigsaw. The research was conducted in two cycles with eachcycle of 4 meetings. From theresults ofthe study indicated that all teachers in the first cycleincreased by 70.46% were categorized asgood, 90.04% in the second cyclewere categorized Quite good. The increase occurringin the first cycleto the second cyclewas21.58%. From these resultsit can be seen that theactivityof teachers from the first cycletothe second cycle increased. Student activity also increasedin the first cycleis someone that51.39% werecategorizedenoughtocycleII81.95% were categorized asverygood. The increaseoccurringin the first cycleto thesecond cyclewas30.56%. Learning outcomes ofstudents has increasedfroma base scoreof 56.5with an averageincrease of19.26% atUHI,of thevalue ofthe averagebaseline scoreof 56.5increased to47.57% atUHin the classical II. Ketuntasan increased from the base scoreof 56.5to 65% in the first cycle, the nincreased again at 90.00on the second cycle. Based on thedata from this studyit can be concluded that the application ofthe Jigsaw Cooperative Learning Model to Improve Outcomes Study Social Learning Elementary School Student Class V 76 PematangPudu.The experiment was conductedin Aprilto Marchthe second semesterof academic year2012/2013. Problem this studyis the result ofsocial studiesis still low. The lowlearning outcomesIPScausedby severalthings including: (a) In thelearning processthe teacherdoes notusean innovativelearning model. This is evident from the averagevalue ofdaily testsof students who reach grade V KKM inelementary school 76Pematang Pudu is 56.5 of 40 students. Ofthese problems needs to be done to implement the action researchmodel of cooperative learning jigsaw. The research was conducted in two cycles with eachcycle of 4 meetings. From theresults ofthe study indicated that all teachers in the first cycleincreased by 70.46% were categorized asgood, 90.04% in the second cyclewere categorized Quite good. The increase occurringin the first cycleto the second cyclewas21.58%. From these resultsit can be seen that theactivityof teachers from the first cycletothe second cycle increased. Student activity also increasedin the first cycleis someone that51.39% werecategorizedenoughtocycleII81.95% were categorized asverygood. The increaseoccurringin the first cycleto thesecond cyclewas30.56%. Learning outcomes ofstudents has increasedfroma base scoreof 56.5with an averageincrease of19.26% atUHI,of thevalue ofthe averagebaseline scoreof 56.5increased to47.57% atUHin the classical II. Ketuntasan increased from the base scoreof 56.5to 65% in the first cycle, the nincreased again at 90.00on the second cycle. Based on thedata from this studyit can be concluded that the application ofthe Jigsaw Cooperative Learning Model to Improve Outcomes Study Social Learning Elementary School Student Class V 76 PematangPudu.