CD Skripsi

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar IPS Siswa Kelas IV SDN 44 Kota Pekanbaru

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Factors affecting the low student to master the learning material due to IPS, the learning process is still dominated by the teachers implemented instructional lectures. On learning -centered classrooms tend to be a teacher just so that students become passive in the learning and the students are also taught not to learn strategies that can understand how to learn, think and motivate yourself. Student learning on the basis of scores by the number of students who completed 15 people, while 22 people who did not complete the class average score is 71,62. This suggests that the results of the fourth grade social studies students of SDN 44 Pekanbaru is still low, in other words not yet reached 75 % (namely provision of achievement SKBM). Learning model that sought to enhance the student learning outcomes is a jigsaw cooperative learning model. The research objective is to improve student learning outcomes IPS SDN grade Pekanbaru 44 Academic Year 2012/2013 with the implementation of cooperative learning model jigsaw. The place of research in SDN 44 Pekanbaru with fourth grade students study subjects totaling 37 students. Action research conducted in two cycles, with each cycle stages, namely: early reflection, action planning, action, observation, reflection and evaluation. In the first cycle, the student has achieved mastery learning, it is necessary to proceed to the second cycle to improve student learning outcomes. In the second cycle of learning outcomes increased significantly, this proved an increase in the learning process and student learning outcomes are: in the first cycle is completed by 29 students studying with the average grade 79,72 (an increase of 8,1 points from the base score) In the second cycle is the number of students who pass the 34 students with average grade 89,18 (up 9,46 points from the first cycle). Activities of students in the first cycle 1 meeting with the percentage of 75,00 % at 2 meetings with the percentage of 83.33 % (up 8.33 % of the meeting 1), at a meeting with a percentage of 87,50 % 3 (up 4.17 % of the 2 meetings), and the 4 meeting with the percentage of 95,83 % (up 8,33 % of the 3 meetings). Hypothesis actions and performance indicators have been achieved so no need to proceed to the next cycle. Conclusions from the study is that the implementation of cooperative learning model jigsaw can improve learning outcomes IPS SDN fourth grade students Pekanbaru State 44 Academic Year 2012/2013.
Keywords: Model Pembelajaran Kooperatif Tipe Jigsaw, outcome of IPS

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

05 17.114 (0330)

Penerbit

Pekanbaru : Universitas Riau – FKIP – Pendidikan Guru Sekolah Dasar., 2013

Deskripsi Fisik

xi, 223 hlm.;ill.; 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

05 17.114 (0330)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

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Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

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