IMPLEMENTASI TEKNIK JIGSAW DALAM PEMBELAJARAN GEOMETRI SEBAGAI UPAYAMENINGKATKAN HASILBELAJAR DAN KEMANDIRIAN BELAJAR SISWA KELAS IX SMU NEGERI 1 DEPOKYOGYAKARTA
Authors: Retnowati Endah , Jailani Jailani 
Published: January 2018

Abstrak. Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan kemandirian belajar siswa melalui teknik pembelajaran jigsaw. Subjek penelitian ini adalah 36 siswa kelas XI Jurusan IPA SMU Negeri1 Depok, Yogyakarta. Langkah-langkah penelitian tindakan kelas mengacu pada model Kemmis dan McTaggart dimana setiap siklus tindakan meliputi perencanaan, tindakan, observasi, dan refleksi. Instrumen penelitian terdiridari lembar pengamatan pelaksanaan pembelajaran dan pengamatan terhadap partisipasi siswa, kuis, angket kemandirian belajar, angket sikap siswa dan wawancara. Penelitian ini terlaksana dalam 2 siklus. Hasil penelitianmenunjukkan bahwa pembelajaran geometri dengan menerapkan teknik jigsaw dapat meningkatkan hasil belajar siswa, yaitu sebanyak 78.13% siswa tuntas belajar pada siklus 2 dengan adanya tindakan antara lain visualisasimateri dengan software CABRI, pemberian bimbingan atau petunjuk dalam mengaktifkan proses kognitif siswa untuk memahami materi,ÃÂ  memvisualisasikan konsep melalui gambar yang menarik menggunakan presentasi dengan software CABRI dan melibatkan siswa dalam penilaian kuis. Sebelum siklus 1, sebanyak 32.26% siswa mampunyai kemandirian belajar kualifikasi atas dan setelah siklus 2 meningkat menjadi 37.93% siswa. Peningkatan kemandirian belajar terlihat menonjol terutama dalam hal menumbuhkan motivasi belajar, merumuskan tujuan belajar dan mengevaluasi hasil belajarnya.Kata Kunci: Jigsaw, hasil belajar matematika, kemandirian belajarAbstract. The classroom action research has been done to improve performance and self-regulated learning through a jigsaw learning technique. The subject was 36 grade 11 students majoring in Natural Science; at a publichigh school namely SMU Negeri 1 Depok, Yogyakarta, Indonesia. The classroom action research followed the model introduced by Kemmis and McTaggart, in which a cycle consist four steps: planning, action, observationand reflection. The instruments to collect the data were observation sheets of learning activity and studentsÃ¢â¬â¢ participation during learning, quizzes, questionnaire of self-regulated learning and attitude, as well as interviewsheet. There were two cycles of learning in the research. The result indicated that the geometry lesson implementing the jigsaw technique 78.13% students master the learning competence after the second cycle. Specifically, the actions were visualization to be learnt material using CABRI application, giving guidance or hint to activate studentsÃ¢â¬â¢ cognitive process while understanding material, using interactive pictures when presenting aconcept and involved students when marking the quizzesÃ¢â¬â¢ results. The percentage of students who had selfregulated learning on high level in the first and second cycles were 32.26% and 37.93% respectively. The improvement of self-regulated learning was mostly in self learning motivation, defining learning goals and selflearning evaluation.Keywords: jigsaw, mathematics learning performance, self-regulated learning