Keefektifan Cooperative Learning Tipe Jigsaw dan STAD Ditinjau dari Prestasi Belajar dan Kepercayaan Diri Siswa

Curie Putri Hijrihani; Dhoriva Urwatul Wutsqa

doi:10.21831/pg.v10i1.9091

Keefektifan Cooperative Learning Tipe Jigsaw dan STAD Ditinjau dari Prestasi Belajar dan Kepercayaan Diri Siswa

Curie Putri Hijrihani, , Indonesia
Dhoriva Urwatul Wutsqa, Pendidikan Matematika, Universitas Negeri Yogyakarta, Indonesia

10.21831/pg.v10i1.9091

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) keefektifan model pembelajaran kooperatif tipe Jigsaw dan Student Teams Achievement Divisions (STAD) ditinjau dari prestasi belajar dan kepercayaan diri siswa SMP dan (2) perbandingan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan STAD ditinjau dari prestasi belajar siswa dan kepercayaan diri siswa SMP. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan STAD pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan STAD secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan STAD ditinjau dari prestasi belajar dan kepercayaan diri siswa. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran kooperatif tipe Jigsaw dan tipe STAD tidak efektif ditinjau dari prestasi belajar siswa, tetapi efektif ditinjau dari kepercayaan diri siswa dan (2) model pembelajaran kooperatif tipe STAD tidak lebih efektif daripada model pembelajaran kooperatif tipe Jigsaw ditinjau dari prestasi belajar siswa, dan (3) model pembelajaran kooperatif tipe Jigsaw tidak lebih efektif daripada model pembelajaran kooperatif tipe STAD ditinjau dari kepercayaan diri siswa.

Kata kunci: Jigsaw, STAD, prestasi, dan kepercayaan diri

The Effectiveness of Cooperative Learning in Terms of Students’ Achievement and Self-Confidence

Abstract

This research was aimed to describe: (1) the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence, (2) the difference of the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) one sample t-test carried out to investigate the effectiveness of the Jigsaw and the STAD in each variable; (2) the multivariate analysis carried out to investigate the difference of the effectiveness of the Jigsaw and the STAD on two dependent variables simultaneously; (3) post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw and STAD in terms of students’ achievement and self -confidence. The results of the research showed that: (1) the cooperative learning models of Jigsaw and STAD were not effective in terms of students’ achievement, but effective in terms of students’ self-confidence; (2) the cooperative learning model of STAD was not more effective than Jigsaw in terms of students’ achievement; and (3) the cooperative learning model of Jigsaw was not more effective than STAD in terms of students’ achievement self-confidence.

Keywords: Jigsaw, STAD, achievement, and self-confidence

Keywords

Jigsaw; STAD; achievement; and self-confidence

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DOI: https://doi.org/10.21831/pg.v10i1.9091