PENGEMBANGAN PERANGKAT PEMBELAJARAN DAN PENILAIAN OTENTIK BERBASIS PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMA/MA

Syahlan, (2015) PENGEMBANGAN PERANGKAT PEMBELAJARAN DAN PENILAIAN OTENTIK BERBASIS PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMA/MA. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengetahui: 1) efektivitas proses pembelajaran dengan menggunakan perangkat pembelajaran berbasis model pembelajaran kooperatif tipe jigsaw, meliputi: (a) kadar aktivitas aktif siswa selama proses pembelajaran, (b) tingkat kemampuan guru dalam mengelola pembelajaran, (c) respon siswa terhadap komponen dan proses pembelajaran, (d) pencapaian tujuan belajar siswa dilihat dari kemampuan pemecahan masalah baik secara individu maupun klasikal; 2) peningkatan kemampuan pemecahan masalah siswa dengan menggunakan perangkat pembelajaran yang dikembangkan. Subjek dalam penelitian ini adalah siswa kelas XI-IPA6 SMAN 7 Medan sebanyak 40 orang dan objek penelitian ini adalah untuk melihat efektivitas proses pembelajaran yang dilakukan. Instrumen yang digunakan terdiri dari lembar observasi aktivitas siswa, lembar observasi kemampuan guru, angket respons siswa serta tes kemampuan pemecahan masalah. Perangkat pembelajaran yang dikembangkan (RPP, buku petunjuk guru, buku siswa, dan LAS) sudah memenuhi tingkat kevalidan, dimana secara berturut-turut nilainya adalah 4,10; 4,17; 4,18; dan 4,03 demikian pula untuk tes kemampuan pemecahan masalah dengan koefisien realibilitas untuk pretes sebesar 0,867 dan postes sebesar 0,911. Berdasarkan data yang diperoleh dari ujicoba terhadap perangkat pembelajaran diketahui bahwa: 1) perangkat yang dikembangkan telah dapat memenuhi efektivitas proses pembelajaran, dimana: (a) kadar aktivitas siswa telah memenuhi batas toleransi waktu ideal dengan pemanfaatan LAS yang baik dalam pembelajaran pada ujicoba I maupun ujicoba II, (b) kemampuan guru (NKG) pada ujicoba I sebesar 2,92 dan pada ujicoba II sebesar 3,20, (c) respons siswa terhadap perangkat dan proses pembelajaran sudah positif pada ujicoba I maupun ujicoba II, (d) persentase ketuntasan belajar pada saat postes telah mencapai batas ketuntasan minimal, yaitu 77,5% siswa mendapat nilai lebih dari 2,66 (B-); 2) terjadi peningkatan kemampuan pemecahan masalah siswa dari formatif I, formatif II hingga postes, yaitu dari skor 67,72 menjadi 70,55 kemudian 74,275 dengan peningkatan rata-rata pada kategori sedang (rata-rata N-gain = 0,694).

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSinaga, Bornok196509101991021001
Thesis advisorSaragih, Sahat196102051988031003
Call Number: 510.071 2 Sya p
Keywords: Perangkat pembelajaran; Model kooperatif jigsaw; Kemampuan pemecahan masalah.
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mr Maknun
Date Deposited: 07 Apr 2016 07:12
URI: http://digilib.unimed.ac.id/id/eprint/1559

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