Application Of The Jigsaw Type Cooperative Learning Model To Improve Student Learning Outcomes On Fraction Addition Material In Class V SD Negeri Duyu

Lily Yunita Kusumaningrum; Dasa Ismaimuza; Nurhayadi Nurhayadi

doi:10.22487/j25490192.2022.v6.i1.pp28-35

Authors

Lily Yunita Kusumaningrum Universitas Tadulako
Dasa Ismaimuza Universitas Tadulako
Nurhayadi Nurhayadi Universitas Tadulako

DOI:

https://doi.org/10.22487/j25490192.2022.v6.i1.pp28-35

Keywords:

Learning Outcomes, and, Student Activities, Jigsaw, Cooperative Learning Model, and Addition of Fraction

Abstract

This research is a classroom action research. Consists of several aspects of action and main observations, namely improving student learning outcomes using the discussion method. How can the use of the Jigsaw type of cooperative learning model improve student learning outcomes about the addition of fractions that are not the same in class V SDN Duyu? The research was conducted at SDN Duyu, involving 19 students registered in the 2020/2021 school year. This study used a research design by Kemmis and Mc. Taggart, which consists of two cycles. Where in each cycle two class meetings were held and each cycle consisted of four stages, namely planning, implementing, observing, and reflecting. The results showed that in the first cycle of action classical completeness was obtained 51.58% and classical absorption 52.63%. In the second cycle action obtained 77.89% classical completeness and 89.47% classical absorption. This means that learning in cycle II has met the indicators of success with a minimum classical completeness value of 75% and a minimum classical absorption of 60%.

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Author Biographies

Dasa Ismaimuza, Universitas Tadulako

Pendidikan Sains Program Magister Pascasarjana Universitas Tadulako

Nurhayadi Nurhayadi, Universitas Tadulako

Pendidikan Sains Program Magister Pascasarjana Universitas Tadulako

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