Aditya, Putra Candra (2017) Penerapan model jigsaw dengan metode eksperimen berbantuan video untuk meningkatkan aktivitas dan hasil beajar IPA pada siswa kelas IV MI Yaspuri / Putra Candra Aditya. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Aditya P C. 2017. The Implementation of Jigsaw Model by Using Video-assisted Experimental Methods to Improve the 4th Grades Activities and Learning Outcomes of Science Subject at MI YASPURI Primary Education Program Majoring in Classroom Teacher Postgraduate. Universitas Negeri Malang Supervisor (I) Dr. Dedi Kuswandi M.Pd. (II) Dr. Suharti S.Pd M.Si. Key words Jigsaw models experimental methods video learning activities and learning outcomes. This research was conducted since the fourth grade students activities and learning result of science subject at MI YASPURI were found still low. Apparently from the 26 students in the fourth grade the 11 students or 42.30% of students received a score that could pass or as equal as the passing grade ( 8805 70). Meanwhile the 15 students or 57.70% of students get lower score than the passing grade. The students low learning outcomes are closely related to the low activity of student learning. An observation was conducted to support the researcher s presumption about the relation of the learning outcomes and the learning activity. The researcher found out that the learning activity was almost completely dominated by the teacher. The method used by teachers is less varied because the teacher tends to use lecturing method question and answer and assignment. Science learning can be well explain by doing or conducting some experiments however this way of learning is never be conducted by the teacher occasionally the teacher simply uses simple media such as plants around the class to explain some concepts that are considered quite difficult if they were explained through lecturing method. To overcome these problems the researcher applied Jigsaw Model by using Video-Assisted Experiment Method to improve the students activities and learning outcomes. The purpose of this research is to know the process of applying Jigsaw Model by using Video-Assisted Experiment Method and also to know the improvement of activities and learning outcomes after applying the action. The design of the research is a classroom action research (CAR) based on Kemmis and Mc Taggart design types. The study was conducted in three cycles each cycle consists of 4 stages planning implementation observation and reflection. The data were collected using interview observation test and documentation. The data analysis is done in three stages data reduction data presentation and conclusion. The results showed that the Jigsaw Model by using Video-Assisted Experimental Method can be applied well. The learning steps provide learning activities in general and can be followed by the students such as the students do video-assisted experiments with an expert or group that consist of high grader students then it will be followed by delivering conclusions alternated from the expert group to the original group. The implementation of Jigsaw Model by using Video-Assisted Experimental Method can improve the students learning activities in each cycle as indicated by the gain of average activity in cycle I was 36.5% with less active criterion in cycle II was 66.7% with active criterion and at cycle III was 82.7% with very active criteria which can also be concluded to be complete because it has reached the determined completeness criteria that has passed the average score 80%. The application of the Jigsaw Model by using Video-Assisted Experimental Methods also improved the students learning outcomes in a classical way. It is proved that there is an increase of cycle I cycle II and cycle III. The final test result on 26 students with passing grade 70 on the first cycle (34.62%) 9 students achieved mastery learning. In cycle II (53.85%) 12 students achieved mastery learning which mean there was an improvement as much as 19 23% compared to cycle I. While in cycle III there were 22 students achieved mastery learning as much as 84.62% which means that the improvement was 30. 77% compared to cycle II.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pascasarjana(PS) > S2 Pendidikan Dasar |
| Depositing User: | library UM |
| Date Deposited: | 25 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/63191 |
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