Keefektifan Pembelajaran Kooperatif STAD-PS dan JIGSAW-PS ditinjau dari Motivasi Belajar, Kemampuan Interpersonal, dan Prestasi Belajar

Muhammad Yusuf, Department of Mathematics, STKIP Taman Siswa Bima, Indonesia


Telah dilakukan penelitian yang bertujuan untuk mengetahui dan membandingkan keefektifan pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS masing-masing ditinjau dari motivasi belajar, kemampuan interpersonal dan prestasi belajar. Penelitian ini termasuk penelitian experimen semu dengan menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas X SMA Negeri 5 Yogyakarta yang terdiri dari 7 kelas. Dari populasi yang ada diambil sampel secara acak dua kelas yaitu kelas XE diberi perlakuan STAD-PS dan kelas XF diberi perlakuan Jigsaw-PS. Instrumen yang digunakan untuk mengumpulkan data adalah angket motivasi belajar dan angket kemampuan interpersonal dan tes prestasi belajar. Instrumen telah divalidasi oleh dua orang ahli dan telah dinyatakan valid. Untuk menguji keefektifan menggunakan statistik uji one sample t-test, untuk membandingkan keefektifan menggunakan statistik uji two-group MANOVA, dilanjutkan dengan independent samples t-test. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS masing-masing efektif ditinjau dari motivasi belajar, kemampuan interpersonal, dan prestasi belajar, dan terdapat perbedaan keefektifan pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS ditinjau dari motivasi belajar, kemampuan interpersonal, dan prestasi belajar. Pembelajaran kooperatif tipe STAD-PS sama unggul dengan pembelajaran kooperatif tipe Jigsaw-PS ditinjau dari motivasi belajar dan prestasi belajar, sedangkan pembelajaran kooperatif tipe Jigsaw-PS lebih unggul dibandingkan dengan tipe STAD-PS ditinjau dari kemampuan interpersonal.

Kata Kunci: STAD-PS, Jigsaw-PS, motivasi belajar, kemampuan interpersonal, prestasi belajar


The Effectiveness of STAD-PS and JIGSAW-PS Cooperative Learning Viewed from the Learning Motivation, Interpersonal Skills, and Learning Achievement



Has done research that aims to determine and to compare the effectiveness of STAD-PS  and Jigsaw-PS cooperative learning types viewed from the learning motivation, interpersonal skills, and learning achievement. This research is a quasi-experimental study with using two experimental groups. The population comprised all grades X students, consisting of seven classes of SMA Negeri 5 Yogyakarta. From the population, two classes, were established as the research sample using the random sampling technique, XE class was treated using STAD-PS and XF class with Jigsaw-PS. The data collecting instruments consisted of a questionnaire about learning motivation and interpersonal skills, and learning achievement test. Instruments were validated by two experts and they were valid. To test the effectiveness using a statistical test of one sample t-test, to compare the effectiveness using statistical two-group MANOVA test and followed by a post-hoc independent samples t-test. The results show that STAD-PS and Jigsaw-PS are effective in terms of learning motivation, interpersonal skills, and learning achievement, and there are differences in the effectiveness of STAD-PS and Jigsaw-PS in terms of learning motivation interpersonal skills, and learning achievement. STAD-PS and as superior as Jigsaw-PS in terms of and learning motivation and learning achievement, while the Jigsaw-PS is superior Jigsaw-PS in term of interpersonal skills.

Keywords: STAD-PS, Jigsaw-PS, learning motivation, interpersonal skills, learning achievement


STAD-PS; Jigsaw-PS; learning motivation; interpersonal skills; learning achievement

Full Text:



Arends, R.I. & Kilcher, A. (2010). Teaching for student learning: becoming an accomplished teacher. New York: Taylor & Francis Group.

Azwar, S. (2010). Tes prestasi: Fungsi dan pengembangan pengukuran prestasi belajar (2nd ed.).Yogyakarta: Pustaka Pelajar.

Barron, M. & Barron, A.R. (2009). Project management areas of expertise. Diambil pada 1 Oktober 2012 dari

Bell, F.H. (1978). Teaching and learning mathematics (In secondary school). New York: Wm. C. Browm Company Publisher.

Booysen, M.J., & Grosser, M.M. (2008). “Enhancing social skills through cooperative learning”. The Journal Transdisiplinary Resesarch in Southern Africa. Vol. 4, No. 2, pp. 377-399.

Brophy, J. (2004). Motivation students to learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Cohen, R.J., & Swedlik M.E. (2005). Psychological testing and assessment: an introduction to test and measurement (6th ed.). New York. McGraw-Hill Companies.

Cohen. E.G, Brody. CM., & Shevin. M.S. (Eds.). (2004). Teaching cooperative learning: The Challenge for Teacher Education. New York: State University of New York Press.

Danielson, C. (2002). Enhancing student achievement: a framework for school improvement. Beauregard St.: Association for Supervision and Curriculum Development (ASCD).

Depdiknas. (2003). Undang-Undang RI Nomor 20, Tahun 2003, tentang Sistem Pendidikan Nasional.

Depdiknas. (2005). Peraturan Menteri Pendidikan Nasional RI Nomor 19, Tahun 2005, tentang Standar Nasional Pendidikan.

Ebel, R.L. & Fresbie, D.A. (1991). Essential of educational measurement (6th Ed). Mahwah, NJ: Prentice Hall.

Efe, R., & Efe, H.A. (2011). “Using student group leaders to motivate students in cooperative learning methods in crowded classrooms”. Educational Research and Reviews. Vol. 6, No. 2, pp. 187-196.

Ferrer, L.M. (2004). “Developing understanding and social skills through cooperative learning”. Journal of Science and Mathematics Education in S.E. Asia. Vol. 27, No. 2, pp. 45-62.

Gillies, R.M. (2007). Cooperative learning: integrating theory and practice. Los Angeles: SAGE Publications.

Hayes, J. (2002). Interpersonal skills: goal-directed behavior at work. New York: Routledge.

Hook, P. & Vass, A. (2001). Creating Winning classroom. London: Davis Fulton Publishers.

Johnsen, S. (2009). Improving achievement and attitude through cooperative learning in math class. Action research projects. Uniersity of Nebraska.

Johnson, R.A. & Wichern, D.W. (2007). Applied multivariate statistical analysis. (9th ed.). Upper Saddle River, NJ: Merril Prentice Hall.

Kemp, J.E., Morrison, G.R., Ross, S.M. (1994). Designing Effective Instruction. New York: Macmillan College Publishing Company, Inc.

Killen, R. (2009). Effective teaching strategies: lessons from research and practice (5th ed.). South Melbourne: Cengage Learning Australia.

Koenig, J.A. (2011). Assessing 21st century skills: summary of a workshop. Washington, DC: The National Academies Press.

Kyriacou, C. (2009). Effective teaching in schools (3rd ed). London: Stanley Thornes.

Landau, S. & Everitt, B.S. (2004). A handbook of statistical analyses using spss. London: CHAPMAN & HALL/CRC

Majoka, M,I., Dad, M.H., & Mehmood, T. (2010). Students team achievement division (STAD) as an Active Learning Strategy: Empirical Evidence from Mathematics classroom. Journal of Education and Sociology, 16-20.

Malik, S.K. & Ul Ain, Q. (2012). “Prospective teachers’ awareness about interpersonal skills- a comparative study”. Interdisciplinary Journal of Contemporary Research in Business. Vol 3, No. 11, Page 514-522.

Muijs, D. & Reynolds, D. (2005). Effective teaching evidence and practice. (2nd ed). London: Sage Publication.

NCTM. (2000). Principles and standardas for school. Reston: The National Council of Theacher of Mathematics, Inc.

Nebesniak, A. (2007). Using cooperative learning to promote a problem solving classroom. Universitas of Nebraska-Lincoln: Depertment of Teaching, Learning, and Teacher Education.

Ormrod. J. E. (2003). Educational psychology developing learners (4th ed.). Mahwah, NJ: Merrill Prentice Hall.

Santrock, J.W. (2011). Educational psychology (5th ed.). New York: McGraw-Hill Companies, Inc.

Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2010). Motivational in education: theory, research, and applications. London: Pearson Prentice Hall.

Slavin, R.E. (2006). Educational psychology: theory and practice (8th ed.). New York: Pearson Educational, Inc.

Stevens, J.P. (2009). Applied Multivariate Statistics For The Social Sciences (6th ed.). London: Taylor & Francis Group, LLC.

Tran, V.D., & Lewis, R. (2012). Effects of cooperative learning on students at an giang university in vietnam. International Education Studies . Vol. 5, No. 1, pp. 86-99.

Wheeler, P.A. (2005). The importance of interpersonal skills. Diunduh Pada Tanggal 21 Oktober 2012 dari

Williams, K.C. & Williams, C.C. (2010). Five key ingredients for improving student motivation. Research in Higher Education Journal. Diambil pada tanggal 12 Desember 2012 dari

Woolfolk. (2007). Educational psychology (10th ed.). Boston: Pearson Education Inc.

Zakaria, E., Chin, L.C. & Daud, Y. (2010). “The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics”. Journal of Social sciences, 6 (2): 272-275.



  • There are currently no refbacks.

PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:

Creative Commons License Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at

All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X

Visitor Number:

View Pythagoras Stats