Studi Komparasi Pembelajaran antara Strategi Jigsaw dengan Strategi STAD Terhadap Hasil Belajar Siswa Kelas IV SD Muhammadiyah Wonorejo Tahun 2019/2020

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Published Aug 11, 2021
https://doi.org/10.36654/educatif.v2i4.133
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Keywords
Strategi Jigsaw; Strategi STAD; Hasil Belajar
Statistic
Vol 2 No 4 (2020): October

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Siti Sholikhanah
SD Negeri Kenokorejo 02

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) ada tidaknya perbedaan hasil belajar antara pembelajaran menggunakan strategi jigsaw dengan strategi STAD pada siswa kelas IV SD Muhammadiyah Wonorejo,  (2) manakah yang lebih baik antara strategi jigsaw dengan strategi STAD dalam pembelajaran 4 tema berbagai pekerjaan terhadap hasil belajar siswa kelas IV SD Muhammadiyah Wonorejo. Penelitian ini merupakan penelitian eksperimen. Populasi dalam penelitian ini adalah semua siswa kelas IV SD Muhammadiyah Wonorejo tahun 2019/2020. Teknik pengumpulan data yang digunakan adalah teknik pengumpulan data pokok yaitu dengan teknik tes dan teknik pengumpulan data bantu yaitu dengan teknik dokumentasi dan observasi. Teknik analisis yang digunakan adalah uji t yang didahului dengan uji prasyarat analisis yaitu uji keseimbangan dan uji normalitas. Berdasarkan hasil analisis data dengan taraf signifikansi 5% diperoleh thitung > ttabel, yaitu 2,588 > 1,996 dengan nilai rata-rata hasil belajar kelas IVA lebih besar dibandingkan kelas IVB, yaitu 81,02 > 72,79. Kesimpulan dalam penelitian ini adalah sebagai berikut: (1) ada perbedaan hasil belajar pada tema berbagai pekerjaan sub tema jenis-jenis pekerjaan pembelajaran 4 dalam penggunaan strategi jigsaw dan strategi STAD pada siswa kelas IV SD Muhammadiyah Wonorejo, (2) strategi jigsaw lebih baik dibandingkan dengan strategi STAD dalam tema berbagai pekerjaan sub tema jenis-jenis pekerjaan pembelajaran 4 terhadap hasil belajar siswa .

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How to Cite
Sholikhanah, S. (2021). Studi Komparasi Pembelajaran antara Strategi Jigsaw dengan Strategi STAD Terhadap Hasil Belajar Siswa Kelas IV SD Muhammadiyah Wonorejo Tahun 2019/2020. Educatif Journal of Education Research, 2(4), 73-79. https://doi.org/10.36654/educatif.v2i4.133

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