THE DIFFERENCE OF STUDENTS MATHEMATICS ACHIEVEMENT TAUGHT BY GUIDED-INQUIRY LEARNING MODEL AND COOPERATIVE LEARNING TYPE JIGSAW IN SMA SWASTA SANTO YOSEPH MEDAN ACADEMIC YEAR 2014/2015

The type of this research was quasi-experiment study. The objective of this research was to know whether there is any difference of students mathematics achievement taught by guided - inquiry learning model and cooperative learning type jigsaw in SMA Swasta Santo Yoseph Medan Academic Year 2014/2015.The population of this research was students in SMA Swasta Santo Yoseph Medan with total 12 classes. The sample taken consisted of 2 classes, namely, X-3 as experiment class 1 consisted of 41 students and X-4 as experiment class 2 consisted of 40 students. Experiment class 1 taught by Guided - Inquiry Learning Model and experiment class 2 taught by cooperative learning type jigsaw. The instrument used to measure the students mathematics achievement was a multiple-choice test. Before doing hypothesis test, the normality and the homogeneity test should be done. The normality test used was Liliefors’ Test and the homogeneity test used was F-Test. The result of those tests, sample was taken from normal distributed and homogeneous population. The data analysis of experimental class by using t-test with significance level α = 0.05, it was obtained that tcalculation > ttable, where tcalculation = 2.352 and ttable = 1.990, then H0 is rejected and Ha is accepted. Because H0 is rejected, then can be concluded that students mathematics achievement taught by guided - inquiry learning model is higher than students mathematics achievement taught by cooperative learning type jigsaw.Keywords: Guided-Inquiry, Cooperative, Jigsaw, Mathematics Achievement