PENGARUH PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD DAN JIGSAW MENGGUNAKAN MEDIA KOMPUTER TERHADAP AKTIVITAS DAN HASIL BELAJAR SISTEM PERIODIK UNSUR PADA SISWA KELAS X SMA

The aims of this study are to know: (1) the differences between learning activities of students who were taught by type STAD cooperative learning model using computer media with types Jigsaw cooperative learning model using computer media and methods of discussion with the media computer. (2) the differences between learning outcomes chemistry of students taught with a given learning model. (3) the differences between learning outcomes chemistry of students who have learning activity of high, medium and low with a given learning model. (4) the interaction between learning models with learning activities in influencing the chemistry student learning outcomes. The population in this study are all students of class X in senior high school first semester of academic year 2010/2011, and samples were taken from SMA DHARMA PANCASILA of class X many 3 classes totaling 102 people and is divided into 3 classes of samples. One experimental class taught by the type of Jigsaw cooperative learning model using computer media, second experimental class was taught by types STAD cooperative learning model using computer media, and third class discussions experiment models of learning using computer media. The research data collected from the sample is in the form of student activity data obtained from observation sheet filled observer, and students test results obtained from studying the form of 20 multiple choice questions. The hypothesis was tested by ANOVA one-way and General Linear Model (GLM) at the 0.05 level using SPSS for windows 16.0. Based on data analysis and hypothesis test conducted showed that: (1) there is no difference between student learning activities that are taught by type STAD cooperative learning model using computer media of types Jigsaw cooperative•eaning model using computer media and methods of discussion with the media shown by computer. (2) there is no difference between learning outcomes chemistry of students taught with a given learning model. (3) there are differences between learning outcomes of students who have a high learning activities with students who have studied the activity low, also differs significantly between students medium learning activities with students who have low learning activities, while chemistry students learning outcomes that have a high learning activity did not differ significantly with students who have medium studied the activity. (4) there is interaction between the model of learning with the learning activities in influencing learning outcomes chemistry of students. Thus the model of applied learning to interact well with students learning activities.