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Journal articles on the topic 'Jiggat'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Dr., Selim Reza. "THE JIGGAT (LITSEA CHINENSIS OR LITSEA GLUTONESA): AN UN-TAPPING VALUE CHAINS IN NORTHEAST INDIA." International Journal of Scientific Research and Modern Education 2, no. 2 (2017): 49–51. https://doi.org/10.5281/zenodo.1013785.

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The Jiggat (Litsea chinensis or Litsea glutonesa) is considered to be a Non-forest produce (NTFP). It has ample potential for commercial value in the industry, traditional medicine among tribal households and Ayurveda system of medicine. The present paper examined the value chains aspect of jiggat in the context of rural livelihoods promotion, cost benefits analysis and promotion of model plantation for steady supply chains management for developing the cluster based enterprise development. The majority dominance of the jiggat was observed around 45-350feets (ASL) in Northeast states. The high

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Harefa, Amin Otoni. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW SMP NEGERI 1 GIDO TAHUN PELAJARAN 2014/2015." J-PiMat : Jurnal Pendidikan Matematika 2, no. 1 (2020): 126–30. http://dx.doi.org/10.31932/j-pimat.v2i1.687.

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Abstract. This reseach is aimed to: (1) Describe quality of learning mathematics by using Cooperative Learning model, especially Jigsaw Type. (2) Describe the result of learning mathematics by using Cooperative Learning model, especially Jigsaw Type.The findings of this reseach were: (1) The averrage of result of questionnaire of learning quality by using Cooperative Learning model, especially Jigsaw Type. In the first cycle was 92,28%, the second cycle was 8825%,and the third cycle was 90,21%. So, the averrage was 90,25% (Excellent Predicate), (2) The averrage of the students’ learning outcom

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Indriasih, Aini. "PENERAPAN PEMBELAJARAN KOOPERATIF JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR IPS Dl SD AIni Indriasih UPBJJ-UT Semarang Jalan. Kelud Utara III, Semarang." Jurnal Pendidikan 10, no. 2 (2009): 78–84. http://dx.doi.org/10.33830/jp.v10i2.611.2009.

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  This study aims to idenfify the effectiveness of cooperative leaming of Jigsaw and STAD models at elementary school students. Specifically this study aims to (i) identify the learning activities of students in Jigsaw and STAD model, and (ii) identify the effect of cooperative learning on student outcomes, and (iii) identify the effects of cooperative leaming on social skills on elementary school students. Subjects are fourth grade elementary school student of SD Sambungan 01 and 02 in Sub District of Undaan in Kudus Regency, was randomly selected through cluster sampling techniqu

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Sopyan, Fadhil Muhammad, Khoulah Uswatun Hasanah, and Acep Haryudin. "IMPROVING READING SKILL USING JIGSAW." PROJECT (Professional Journal of English Education) 2, no. 5 (2019): 745. http://dx.doi.org/10.22460/project.v2i5.p745-751.

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Abstract This study is aim to identify improving student’s reading skill using jigsaw. Whether jigsawcan improving students ability in reading skill. The research method used in this research is Qualitative Method and Classroom Action Research as a design.The subject of this study were 32 students of the tenth gradesin one of SMK in Bandung Barat. There were seven encounters covered on those two periods; three encounters were for tests, and the other four encounters were for doing treatment. The treatment was teaching reading skill, especially in reading Narrative text, with the used of Jigaw

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Anam, M. Chairul. "UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE JIGSAW PADA MATA PELAJARAN PKN DI SD HADI SAKTI TAHUN AJARAN 2021/2022”." Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal 7, no. 2 (2022): 87. http://dx.doi.org/10.33394/jtni.v7i2.4889.

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Abstrak: Penerapan media yang dipilih guru dalam memberikan suatu materi pelajaran sangat menentukan terhadap keberhasilan proses pembelajaran, keaktifan serta motivasi belajar siswa. Berdasarkan data hasil observasi, hasil belajar siswa kelas IV SD Hadi Sakti terhadap mata pelajaran PPKN masih rendah. Hal ini terjadi karena siswa kurang temotivasi selama proses pembelajaran. Rendahnya motivasi belajar siswa karena guru masih menggunakan metode yang monoton seperti metode ceramah. Berdasarkan latar belakang masalah di atas maka peneliti melakukan penelitian tindakan kelas ini dengan tujuan men

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Cheng, Yu-Chung, John Bellardo, Péter Benkö, Alex C. Snoeren, Geoffrey M. Voelker, and Stefan Savage. "Jigsaw." ACM SIGCOMM Computer Communication Review 36, no. 4 (2006): 39–50. http://dx.doi.org/10.1145/1151659.1159920.

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Azmi BR, Muhammad Rido, and Dewi Sri Kuning. "USING JIGSAW METHOD TO ENHANCE STUDENTS’ READING COMPREHENSION." Griya Cendikia 8, no. 2 (2023): 126–39. http://dx.doi.org/10.47637/griyacendikia.v8i2.423.

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Abstract: Reading is one of the important skill for students in the learning process. Reading is not only about reading a text but also comprehending and getting a knowledge from a written text. In learning process need a strategy especially in teaching reading. Jigsaw technique is a cooperative activity that can be considered as one of alternatative strategy for teaching reading. In jigsaw, student divided into several group which given different material. After learning the material, students will go to expert group with the same material to discuss their material. Then student go back to th

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Bodell, Darla. "Jigsaw puzzle." Canadian Journal of Emergency Nursing 34, no. 1 (2011): 10. http://dx.doi.org/10.29173/cjen431.

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Gebers, Jane. "Jigsaw Puzzles." Academic Therapy 20, no. 5 (1985): 548–49. http://dx.doi.org/10.1177/105345128502000506.

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Gardner, Martin. "Magic jigger." Physics Teacher 39, no. 5 (2001): 302. http://dx.doi.org/10.1119/1.1531952.

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11

Oringer, Richard H. "Continental Jigsaw." Science Activities: Classroom Projects and Curriculum Ideas 22, no. 2 (1985): 39. http://dx.doi.org/10.1080/00368121.1985.10112893.

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Foreman, Robert Long. "Jigsaw Puzzle." River Teeth: A Journal of Nonfiction Narrative 17, no. 1 (2015): 25–27. http://dx.doi.org/10.1353/rvt.2015.0027.

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Reynolds, Judith. "Video Jigsaw." TESOL Journal 10, no. 4 (2001): 28–29. http://dx.doi.org/10.1002/j.1949-3533.2001.tb00047.x.

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Hariyanto, Agus, and Darmiyati Zuchdi. "KEEFEKTIFAN MODEL TGT DAN JIGSAW DENGAN PENDEKATAN SAINTIFIK PEMBELAJARANEKONOMI SMA NEGERI DI SLEMAN." Harmoni Sosial: Jurnal Pendidikan IPS 3, no. 2 (2016): 125–37. http://dx.doi.org/10.21831/hsjpi.v3i2.7906.

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Tujuan penelitian ini untuk menguji: (1) keefektifan model Teams Games Tournament (TGT) dan model Jigsaw dengan pendekatan saintifik, (2) membandingkan keefektifan model TGT dan Jigsaw dengan pendekatan saintifik dalam pembelajaran ekonomi SMA Negeri di Kabupaten Sleman. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest postest non equivalent group design. Populasi penelitian adalah siswa kelas X SMA Negeri di Kabupaten Sleman. Hasil penelitian sebagai berikut: 1) Model TGT dan Jigsaw dengan pendekatan saintifik efektif meningkatkan hasil belajar ranah kognitif, afektif

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Hijrihani, Curie Putri, and Dhoriva Urwatul Wutsqa. "Keefektifan Cooperative Learning Tipe Jigsaw dan STAD Ditinjau dari Prestasi Belajar dan Kepercayaan Diri Siswa." PYTHAGORAS Jurnal Pendidikan Matematika 10, no. 1 (2015): 1–14. http://dx.doi.org/10.21831/pg.v10i1.9091.

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Penelitian ini bertujuan untuk mendeskripsikan (1) keefektifan model pembelajaran kooperatif tipe Jigsaw dan Student Teams Achievement Divisions (STAD) ditinjau dari prestasi belajar dan kepercayaan diri siswa SMP dan (2) perbandingan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan STAD ditinjau dari prestasi belajar siswa dan kepercayaan diri siswa SMP. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan STAD

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Rinda, Wahyu Rindayani, and Hasan Syaiful Rizal. "Implementasi Metode Jigsaw dalam Pembelajaran Maharah Qira’ah di MA Walisongo Kelas XII B Sumberejo Purwosari Pasuruan." Al-Kalim : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 3, no. 1 (2024): 1–13. http://dx.doi.org/10.60040/jak.v3i1.24.

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MA walisongo merupakan salah satu madrasah yang terdapat mata pelajaran bahasa Arab, akan tetapi siswa-siswinya banyak yang tidak memahami materi yang diberikan oleh gurunya disebabkan oleh siswa-siswi yang jarang aktif dalam proses pembelajaran. Tujuan penelitian ini adalah, (1) untuk mengetahui implementasi metode jigsaw dalam pembelajaran maharah qiroah. (2) Bagaimana kelebihan dan kekurangan metode jigsaw. Penelitian ini menggunakan desain penelitian kualitatif dengan partisipan pihak sekolah MA Walisongo dari sebuah madrasah di wilayah Sumberejo Pasuruan. Metode jigsaw diimplementasikan d

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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Effectiveness of Jigsaw-Flash Learning Model in Geometry Material." International Journal of Science and Applied Science: Conference Series 2, no. 1 (2017): 190. http://dx.doi.org/10.20961/ijsascs.v2i1.16708.

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<p class="Abstract">This study aims to determine and describe the effectiveness of the use of jigsaw-flash learning model on geometry material. The jigsaw-flash learning model is a jigsaw learning model which is modified with adobe flash media. The research method used is mix method research with exploratory sequential strategy. This research was conducted in state junior high schools in Surakarta. Subjects in this study were the students of class VIII namely class VIII-2 as an experimental class and class VIII-3 as a control class selected by random sampling technique. The experimental

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Effendi Hasibuan, Muhammad Haris, Haryanto Haryanto, and Ali Sadikin. "Pelatihan Penerapan Model Membelajaran 4-Step-Jigsaw Untuk Meningkatkan Profesionalisme Guru Kimia." Jurnal JUPEMA 4, no. 1 (2025): 24–31. https://doi.org/10.22437/jupema.v4i1.38245.

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Indonesian government has recommended chemistry teachers to implement active learning models such as Jigsaw when teaching. Jigsaw learning model provides many benefits for students including the improvement of learning outcomes and the reduction of anxiety in learning science. However, the facts in the field show that the adoption of the Jigsaw learning is still minimal. Two constraints are the lack of knowledge and skills of chemistry teachers in using the learning model and the absence of training. Therefore, a training is needed to help chemistry teachers to be able to apply the Jigsaw lear

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Dwiniasih, Dwiniasih, and Arifial Fahla Nugraha. "Enhancing Students' Reading Comprehension Through Jigsaw." Academic Journal Perspective : Education, Language, and Literature 7, no. 1 (2019): 46. http://dx.doi.org/10.33603/perspective.v7i1.1909.

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This article mainly describes the use of jigsaw as one the collaborative learning strategies in learning that could foster students' reading comprehension. It is assumed that Jigsaw could enhance students' achievement in reading skill. Therefore, test and questionnaire were used in this research to investigate the effect of Jigsaw and students' response towards Jigsaw applied by the teacher. Finally, Jigsaw implicates students' achievement become better and it forces students to be a teacher speaking up their idea to the other group

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Aritonang, Karyn Angelina, and Mangaratua M. Simanjorang. "The Effect of Jigsaw Cooperative Learning Model on Students Mathematical Communication Skills." GAUSS: Jurnal Pendidikan Matematika 7, no. 2 (2024): 67–78. https://doi.org/10.30656/gauss.v7i2.9098.

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Abstrak Penelitian ini bertujuan untuk mengetahui apakah model Cooperative Learning tipe Jigsaw berpengaruh terhadap kemampuan komunikasi matematis siswa dan mengetahui seberapa efektif model pembelajaran kooperatif tipe Jigsaw terhadap kemampuan komunikasi matematis siswa. Desain penelitian ini adalah eksperimen semu. Sampel penelitian ini adalah siswa kelas IX-E dan siswa kelas IX-F dengan total 64 orang. Hasil penelitian ini adalah: (1) Model Pembelajaran Kooperatif Jigsaw berpengaruh positif terhadap kemampuan komunikasi matematis siswa. Hal ini terlihat dari nilai signifikansi uji dua sis

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Pertiwi, Dora Hatika, Mita Carina Karnadi, and Nur Syamsiyah. "PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATERI TEKS EKSPOSISI KELAS IX SMP RAUDLATUL ISLAMIYYAH JAKARTA." Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya 6, no. 1 (2022): 9. http://dx.doi.org/10.25157/literasi.v6i1.6848.

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Penelitian ini membahas tentang pengembangan model pembelajaran kooperatif tipe jigsaw pada materi teks eksposisi kelas IX. Penelitian ini dilaksanakan di SMP Raudlatul Islamiyyah. Metode penelitian ini menggunakan pendekatan kualitatif dan kajian literatur. Tujuan penelitian ini adalah: (1) Mengembangkan model pembelajaran kooperatif tipe jigsaw pada teks eksposisi kelas IX, (2) Menerapkan model pembelajaran tipe jigsaw pada teks eksposisi kelas IX. Hasil dari penelitian ini menunjukan model pembelajaran kooperatif tipe jigsaw dapat dikembangkan dan diterapkan dalam pembelajaran Bahasa Indone

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Hamid, Fajrur Rahman, Muh Fajar Shodiq, and Muh Nanang Qosim. "Metode Jigsaw dan Kepercayaan Diri Siswa dalam Pembelajaran Bahasa Arab." An-Nuqthah 3, no. 1 (2022): 8–14. http://dx.doi.org/10.62097/an-nuqthah.v3i1.905.

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Confidence will allow students to learn Arabic to the fullest. But is the self-confidence built in the classroom in accordance with the jigsaw theory? This research oriented to explain how the process of learning Arabic at MTs Sadamiyyah Jepara by using a jigsaw was in accordance with jigsaw theory and whether it was able to increase students' self-confidence. This type of research was qualitative research. The results of this study found that the application of jigsaw in Arabic learning was in accordance with the theory and could prove that the application of jigsaw in Arabic learning was abl

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Astuti, Rini Dwi, and Agus Maman Abadi. "KEEFEKTIFAN PEMBELAJARAN JIGSAW DAN TAI DITINJAU DARI KEMAMPUAN PENALARAN DAN SIKAP BELAJAR MATEMATIKA SISWA." Jurnal Riset Pendidikan Matematika 2, no. 2 (2015): 235. http://dx.doi.org/10.21831/jrpm.v2i2.7339.

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Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe Jigsaw ditinjau dari kemampuan penalaran dan sikap belajar matematika, (2) keefektifan model pembelajaran kooperatif tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika, (3) model pembelajaran yang lebih efektif antara tipe Jigsaw dibandingkan dengan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-

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Afrona Nurlaely and Sobar Alghazal. "Pengaruh Model Pembelajaran Jigsaw untuk Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran PAI di SD Pratama." Bandung Conference Series: Islamic Education 4, no. 1 (2024): 176–82. http://dx.doi.org/10.29313/bcsied.v4i1.11564.

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Abstract. This research aims to determine the effect of learning motivation using the jigsaw learning model in PAI subjects in grade 4 elementary school. The research objectives are: (1) to find out how students' learning motivation is before using the jigsaw learning model in PAI subjects (2) to find out how students' learning motivation is after using the jigsaw learning model in PAI subjects, (3) to find out how much influence the model has jigsaw learning in increasing learning motivation in PAI subjects. The research method used is a quasi-experimental method with a non-equivalent control

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Cole-Dixon, Angela P., Angela D. Glymph-Austin, Janel M. Gill, Cassandra A. Shivers-Williams, and Debra D. Roberts. "Fairness as a Determinant of the Jigsaw Procedure’s Success in Teaching Undergraduate Psychological Statistics." International Research in Higher Education 4, no. 1 (2019): 9. http://dx.doi.org/10.5430/irhe.v4n1p9.

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Undergraduate students (n = 46) completed four lab assignments (two “jigsaw group” assignments and two more traditional individual statistics lab assignments), followed by quizzes and evaluations of their assignments, instructor, and classmates, in a study designed to confirm and extend previous findings of positive effects of the jigsaw procedure in a psychological statistics course. Findings of the study (a) showed expected quiz performance improvement following jigsaw assignments, (b) provided preliminary support for Aronson’s and colleagues’ position that the success of the jigsaw classroo

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Indrawan, Febrianto Yopi, Edi Irawan, Titah Sayekti, and Izza Aliyatul Muna. "Efektivitas Metode Pembelajaran Jigsaw Daring Dalam Meningkatkan Keterampilan Kolaborasi Siswa SMP." Jurnal Tadris IPA Indonesia 1, no. 3 (2021): 259–68. http://dx.doi.org/10.21154/jtii.v1i3.179.

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Keterampilan kolaborasi merupakan salah satu keterampilan yang dikembangkan dalam kemampuan abad 21 yang menemukan masalah dalam pengembangannya pada masa pandemi covid 19. Metode jigsaw merupakan salah satu model pembelajaran kooperatif yang bisa meningkatkan keterampilan kolaborasi siswa. Tujuan peneliti ini untuk mengetahui (1) apakah ada perbedaan keterampilan kolaborasi siswa antara kelas jigsaw daring dan video daring, (2) bagaimana keterampilan kolaborasi siswa metode jigsaw daring. Penelitian dirancang dengan menggunakan rancangan penelitian kuantitatif dengan model eksperimen kelas. P

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MORTON, T. H. "Jigger Studies II- The Elementary Theory of Jigger Dyeing." Journal of the Society of Dyers and Colourists 81, no. 2 (2008): 52–55. http://dx.doi.org/10.1111/j.1478-4408.1965.tb02643.x.

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Fratiwi, Eka, Herman Syah, and Muhsan Muhsan. "Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Senam Lantai Roll Depan." Sportify Journal 1, no. 1 (2021): 19–28. http://dx.doi.org/10.36312/sfj.v1i1.3.

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Masalah dalam penelitian ini adalah ketuntasan hasil belajar senam lantai siswa kelas VIII SMP 2 Beur belum memnuhi Ktriteria Ketuntasan Minimal. Tujuan penelitian ini adalah untuk memperbaiki proses dan meningkatkan hasil belajar senam lantai roll depan dengan menerapkan metode pembelajaran tipe jigsaw pada peserta didik kelas VIII 1 SMPN 2 Buer . Penelitian ini merupakan penelitian tidakan kelas (class room acrtion research) dengan subjek penlitian sebanyak 25 orang. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah data dalam bentuk lembar observasi yaitu pengamtan dalam pr

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Bae, Hyejin. "Teaching Method for Writing Self-Introductions Case Study Using Jigsaw Cooperative Learning." Korean Association for Literacy 14, no. 4 (2023): 203–28. http://dx.doi.org/10.37736/kjlr.2023.08.14.4.07.

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This study examines the efficacy of an educational plan centered on Jigsaw Cooperative Learning as an effective teaching method for writing self-introductions within a a university-level writing class K University. As writing self-introductions has became necessary for employment, the need for writing self-introduction education in university writing classes began to increase in the mid-2000s. Nevertheless compared to other writing learing the participation rates and achievements in writing self-introduction learing have been low. In reponse to these challenges, this study present Writing Self

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Rusdyi and Isman M. Nur. "Perbandingan Hasil Belajar Matematika Siswa SMA Melalui Model Pembelajaran Problem solving dengan Jigsaw." JURNAL PENDIDIKAN MIPA 11, no. 2 (2021): 47–53. http://dx.doi.org/10.37630/jpm.v11i2.475.

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Penelitian ini merupakan penelitian eksperimen, dengan tujuan adalah: (a) Untuk mengetahui hasil belajar siswa antara model pembelajaran problem solving dan model pembelajaran kooperatif tipe jigsaw. (b) Untuk mengetahui bagaimana perbedaan hasil belajar siswa antara model pembelajaran problem solving dan model pembelajaran kooperatif tipe jigsaw. (c) Untuk mengetahui apakah terdapat perbedaan hasil belajar siswa antara model pembelajaran problem solving dan model pembelajaran kooperatif tipe jigsaw. Subjek penelitian adalah siswa kelas XI SMA Muhammadiyah kota Ternate dengan sampel penelitian

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Mulyani, Sri, Benedictus Sudiyana, and Suwarto Suwarto. "Pengaruh Model Pembelajaran Kooperatif STAD, Jigsaw, Dan Konvensional Terhadap Hasil Belajar Membaca Teks Eksplanasi Siswa Kelas VI Gugus Pangeran Diponegoro." JURNAL PENDIDIKAN 31, no. 3 (2022): 333. http://dx.doi.org/10.32585/jp.v31i3.2852.

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Tujuan penelitian untuk mengetahui 1) perbedaan pengaruh penerapan model pembelajaran STAD dengan konvensional terhadap hasil belajar membaca teks eksplanasi, 2) perbedaan pengaruh penerapan model pembelajaran Jigsaw dan STAD terhadap hasil belajar membaca teks eksplanasi siswa, 3) perbedaan pengaruh penerapan model pembelajaran Jigsaw dengan model pembelajaran konvensional terhadap hasil belajar membaca teks eksplanasi, 4) apa urutan model pembelajaran yang efektif dalam pembelajaran kemampuan membaca teks eksplanasi. Jenis penelitian Quasi experiment. Penelitian menggunaka perlakuan pada kel

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Friskandani, Anti, Nurul Septiana, and Ridha Nirmalasari. "Pengaruh Model Kooperatif Tipe Jigsaw Terhadap Keaktifan Dan Hasil Belajar Siswa Pada Materi Interaksi Makhluk Hidup Dengan Lingkungannya." Jurnal Penelitian Sains dan Pendidikan (JPSP) 3, no. 2 (2023): 207–16. http://dx.doi.org/10.23971/jpsp.v3i2.2896.

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AbstrakPenelitian ini bertujuan untuk mengetahui bagaimana keaktifan setelah menggunakan model kooperatif tipe jigsaw, untuk mengetahui bagaimana hasil belajar setelah menggunakan model kooperatif tipe jigsaw dan untuk mendeskripsikan keterlaksanaan pembelajaran selama menggunakan model kooperatif tipe jigsaw pada materi interaksi makhluk hidup dengan lingkungannya kelas VII di MTs Islamiyah. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi eksperimen dengan desain penelitian yang digunakan yaitu nonequivalent control group desain. Instrumen yang digunakan adalah

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Beatty, E., R. Keogh, D. Cohen, G. McDonald, C. McDonald, and B. Hallahan. "Referral pathways between the mental health services and Jigsaw." Irish Journal of Psychological Medicine 36, no. 3 (2018): 195–99. http://dx.doi.org/10.1017/ipm.2018.24.

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ObjectivesTo examine similarities and differences in the demographic and clinical profiles of young people (15–25 years of age) referred between the mental health services (MHS) and Jigsaw Galway.MethodsA retrospective chart review was conducted of clinical files of individuals attending secondary MHS who had been referred to or from Jigsaw Galway over a 5-year period. Differences in demographic and clinical data between individuals referred to or from Jigsaw Galway were compared.ResultsA recent act of self-harm was more prevalent in individuals referred from Jigsaw to the adult MHS (p=0.02).

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Wuriasih, Dwi Niti, Haryadi Haryadi, and Jaryono Jaryono. "Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar IPS Kelas VIII." Soedirman Economics Education Journal 1, no. 1 (2019): 18. http://dx.doi.org/10.32424/seej.v1i1.1879.

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Penelitian ini merupakan jenis penelitian eksperimental murni dengan lokasi penelitian dalam bentuk Sekolah Menengah Umum Sumbang 2 "Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar Ilmu Sosial Hasil Kelas VIII SMP Negeri 2 memberikan kontribusi terhadap Tahun Akademik 2018/2019 ". Penelitian ini bertujuan untuk menguji: (1) perbedaan hasil belajar kognitif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konvensional, (2) perbedaan hasil belajar afektif antara model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran konve

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Yusuf, Muhammad. "Keefektifan Pembelajaran Kooperatif STAD-PS dan JIGSAW-PS ditinjau dari Motivasi Belajar, Kemampuan Interpersonal, dan Prestasi Belajar." PYTHAGORAS Jurnal Pendidikan Matematika 8, no. 1 (2013): 69–83. http://dx.doi.org/10.21831/pg.v8i1.8495.

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Telah dilakukan penelitian yang bertujuan untuk mengetahui dan membandingkan keefektifan pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS masing-masing ditinjau dari motivasi belajar, kemampuan interpersonal dan prestasi belajar. Penelitian ini termasuk penelitian experimen semu dengan menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas X SMA Negeri 5 Yogyakarta yang terdiri dari 7 kelas. Dari populasi yang ada diambil sampel secara acak dua kelas yaitu kelas XE diberi perlakuan STAD-PS dan kelas XF diberi perlakuan Jigsaw-PS. Instrumen yang digunakan u

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Kolanczyk, Denise, and Sally A. Arif. "Impact of a Modified Jigsaw Method for Learning an Unfamiliar, Complex Topic." INNOVATIONS in pharmacy 8, no. 3 (2017): 12. http://dx.doi.org/10.24926/iip.v8i3.537.

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Objective: The aim of this study was to use the jigsaw method with an unfamiliar, complex topic and to evaluate the effectiveness of the jigsaw teaching method on student learning of assigned material (“jigsaw expert”) versus non-assigned material (“jigsaw learner”). Innovation: The innovation was implemented in an advanced cardiology elective. Forty students were assigned a pre-reading and one of four valvular heart disorders, a topic not previously taught in the curriculum. A pre-test and post-test evaluated overall student learning. Student performance on pre/post tests as the “jigsaw

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Rumalag, Silvia, Yantje Tawas, and Jetty Lempas. "Pengaruh Model Pembelajaran Kooperatif Jigsaw dan STAD (Student Teams Achievement Division) Dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Di SMA Negeri 1 Ratahan." Literacy: Jurnal Pendidikan Ekonomi 3, no. 2 (2022): 145–57. http://dx.doi.org/10.53682/jpeunima.v3i2.5574.

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Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Kooperatif Jigsaw dan STAD (STUDENT TEAMS ACHIEVMENT DIVISION) dalam meningkatkan hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Di SMA Negeri I Ratahan. Metode yang digunakan dalam Penelitian eksperimen. Hasil penelitian menunjukkan Berdasarkan hasil penelitian atau uji hipotesis pada kelas eksperimen 1 dapat dilihat = 33,211 > =2,201 maka Ha diterima dan tolak Ho. maka ada perbandingan pre test dan post test pada kelas eksperimen I dengan mengunakan model pembelajaran JIGSAW. Dengan demikian terjadi peningkatan yang si

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Sugestiningsih, Rijeki, and Ajat Sudrajat. "Perbedaan model pembelajaran kooperatif tipe jigsaw dan NHT untuk peningkatan karakter dalam pembelajaran IPS." SOCIA: Jurnal Ilmu-Ilmu Sosial 15, no. 1 (2018): 104–15. http://dx.doi.org/10.21831/socia.v15i1.22669.

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Penelitian ini bertujuan mengungkapkan perbedaan model pembelajaran kooperatif tipe Jigsaw dan NHT untuk: (1) peningkatan kerja sama, dan (2) peningkatan tanggung jawab siswa dalam pembelajaran IPS. Penelitian ini merupakan eksperimen semu dengan pre-test post-test nonequivalent group design. Pengujian hipotesis dengan teknik independent sample t-test. Hasil penelitian sebagai berikut. (1) Terdapat perbedaan model pembelajaran kooperatif tipe Jigsaw dan NHT untuk peningkatan kerja sama siswa dalam pembelajaran IPS, dengan nilai t = 0,004 0,05. Rerata gain score kerja sama siswa menggunakan mod

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Negara, Habib Ratu Perwira, Tri Atmojo K, and Imam Sujadi. "EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA DITINJAU DARI KEMAMPUAN SPASIAL SISWA." Jurnal Tatsqif 14, no. 2 (2016): 121–42. http://dx.doi.org/10.20414/jtq.v14i2.26.

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The current research intends to find out the different effect of the Jigsaw type of cooperative learning model with CTL approach, the Jigsaw type of cooperative learning model without CTL approach, and the direct learning model towards students mathematics learning achievement and affective aspect regarding student spatial ability which is categorized into high, medium and low. The research was quasi experimental. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achi

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Yusmiati, Anik, Dwi Prasetiyawati, and Asep Ardiyanto. "PENGGUNAAN MEDIA KARTU AKSARA DALAM PEMBELAJARAN AKSARA JAWA DENGAN MODEL JIGSAW PADA SISWA KELAS IV." Jurnal Guru Kita PGSD 3, no. 1 (2019): 103. http://dx.doi.org/10.24114/jgk.v3i1.14281.

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Abstract: The Use of Script Media in Javanese Literacy Learning with Jigsaw Model on Grade IV Students. The purpose of this study is to describe the use of media aksara card on learning Java language through jigsaw model in grade 4 students seen from student learning activities, student learning outcomes and student and teacher responses to the use of media and models. The type of this research is qualitative research with descriptive research method. Data obtained by observation, interview, questionnaire and test. Data validity using triangulation method.The result of data analysis shows that

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Hidayati, Febriana, and Dedeh Rohayati. "THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT." JALL (Journal of Applied Linguistics and Literacy) 1, no. 2 (2017): 1. http://dx.doi.org/10.25157/jall.v1i2.1732.

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This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in Tasikmalaya in the academic year 2016/2017 c

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Fathanaya, Harris, Siti Masliana Siregar, Hemma Yulfi, and Fani Ade Irma. "EFEKTIVITAS JIGSAW METHOD PADA PEMBELAJARAN DARING MELALUI FORUM DISKUSI ZOOM DI FAKULTAS KEDOKTERAN UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA." Prominentia Medical Journal 5, no. 1 (2024): 1–8. http://dx.doi.org/10.37715/pmj.v5i1.4376.

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ABSTRAK Dalam masa pandemi Coronavirus Disease-2019 (COVID-19) sektor pendidikan harus beradaptasi dengan cara beralih dari kegiatan belajar-mengajar luar jaringan (luring) menjadi dalam jaringan (daring). Cara mengatasi ataupun menghindari kejenuhan tersebut ada berbagai macam metode pembelajaran yang digunakan. Banyak fakultas kedokteran yang beralih dari metode pembelajaran berbasis pengajar ke pembelajaran berbasis mahasiswa, salah satunya adalah jigsaw method. Jigsaw method dinilai dapat memicu sifat kooperatif terhadap sesama mahasiswa dan dapat meningkatkan pemahaman terhadap materi per

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Widianingsih, Dewi. "UPAYA MENINGKATKAN HASIL BELAJAR SISWA PELAJARAN BIOLOGI PEWARISAN SIFAT MELALUI MODEL PEMBELAJARAN JIGSAW." Pedagogia: Jurnal Ilmiah Pendidikan 12, no. 2 (2020): 93–96. http://dx.doi.org/10.55215/pedagogia.v12i2.3031.

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This study moved from the phenomenon happened in the classroom that the low understanding and the results of students learning on Biology about regulation system. Therefore a theacher need to consider the learning model jigsaw so it can be increasing the activity and the results of students learning.This study aimsto (1) determine the learning outcomes of students in Biology about regulation system through the learning model of jigsaw so that it can improve the activity and learning outcomes students of XII IPA 2 SMAN 9 Bogor 2018/2019,(2) Knowing the process of improving students learning out

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Cochon Drouet, Océane, Patrick Fargier, Nicolas Margas, and Vanessa Lentillon-Kaestner. "Effect of the Jigsaw Method on Self-Reported Practices by Physical Education Teachers: A Textual Analysis." Education Sciences 13, no. 4 (2023): 415. http://dx.doi.org/10.3390/educsci13040415.

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Jigsaw is a cooperative teaching method that is easy to implement and may engage teachers who use it. Previous studies have mainly focused on the effects of the Jigsaw method on students and rarely on teachers. The present study aimed to determine whether Jigsaw implementation influenced the discourses of physical education (PE) teachers related to their teaching practices. Six volunteer teachers used the Jigsaw method during three PE teaching sequences with various physical activities practiced, and semi-directive interviews were conducted before and after the Jigsaw implementation. Each inte

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Khoerunnisa, Risyda, Ghina Aulia Sa’du, Syifa Syamrotul Fuadah, and Non Dwishiera Cahya Anasta. "MODEL COOPERATIVE LEARNING TIPE JIGSAW PADA PEMBELAJARAN DI SEKOLAH DASAR." JS (JURNAL SEKOLAH) 9, no. 2 (2025): 205–19. https://doi.org/10.24114/js.v9i2.64829.

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Abstract: Jigsaw learning model creates an inclusive learning environment and supports small group interaction. This study aims to systematically review the existing literature related to learning using jigsaw type cooperative model. Using systematic literature review and bibliometric methods, this study analyzed 50 journals indexed by SINTA and SCOPUS (2019-2024). The results show that jigsaw model improves learning outcomes, critical thinking, cooperation, and social skills of students. Innovative media such as scrapbooks and mock-ups are used to optimize learning. Implementation challenges

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Afritesya, Fitrah, and Budi Santoso. "EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN KOOPERATIF METODE JIGSAW DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP PEMAHAMAN KONSEP SISWA." Jurnal MANAJERIAL 15, no. 1 (2016): 118–34. http://dx.doi.org/10.17509/manajerial.v15i1.9476.

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Tujuan penelitian ini adalah untuk menguji efektivitas penerapan metode Jigsaw dan metode Team Assisted Individualization (TAI) terhadap pemahaman konsep siswa. Metode yang digunakan adalah Quasi Experimental Design dengan desain eksperimen Non-Equivalent Pretest-Posttest Design. Penelitian dilakukan pada kelas X Ilmu Pengetahuan Sosial dengan dua kelas eksperimen yang masing-masing menggunakan metode Jigsaw dan metode Team Assisted Individualization (TAI). Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan pemahaman konsep siswa dengan menggunakan metode Jigsaw dan metode Team

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Masriansyah, Masriansyah. "MENINGKATKAN HASIL BELAJAR SISWA KELAS V TERHADAP KONSEP JENIS-JENIS PESAWAT SEDERHANA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DI SDN BANGUN REJO KOTABARU." CENDEKIA: JURNAL ILMIAH PENDIDIKAN 10, no. 1 (2022): 20–31. http://dx.doi.org/10.33659/cip.v10i1.215.

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Pembelajaran IPA akan mudah dipahami oleh siswa apabila dilakukan pembelajaran dengan model pembelajaran jigsaw, karena siswa langsung mengungkapkan gagasan dan ide, sehingga tersimpan dalam otak siswa dalam waktu yang lama. Tujuan penelitian ini adalah: (1) Untuk mengetahui bagaimana hasil belajar siswa pada konsep jenis-jenis pesawat sederhana dengan model pembelajaran jigsaw , (2) Untuk mengetahui apakah penggunaan model pembelajaran jigsaw terhadap konsep jenis-jenis pesawat sederhana dapat meningkatkan aktivitas siswa dan (3) Untuk mengetahui aktivitas guru pada proses pembelajaran konsep

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Rahman P., Ulfiani. "PENERAPAN STRATEGI BELAJAR JIGSAW DALAM PEMBELA JARAN AQID AH AKHLAK." Al-Qalam 16, no. 1 (2018): 63. http://dx.doi.org/10.31969/alq.v16i1.494.

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<p>Penelitian ini merupakan penelitian tindakan kelas. Tujuannya untuk mengetahui: 1. Seberapa besar siswa percaya diri<br />mengikuti pelajaran dengan strategi belajar Jigsaw; 2. Seberapa besar siswa bersungguh-sungguh dalam menyiapkan<br />gilirannya melaporkan hasil diskusi sesuai tugasnya; 3. Seberapa tinggi hasil penguasaan siswa terhadap materi yang<br />dipelajari dengan strategi Jigsaw; 4. Kesan siswa tentang pelaksanaan pembelajaran dengan strategi Jigsaw. Penelitian ini<br />dilakukan dalam 2 siklus melalui teknik observasi, wawancara dan Catalan tentang

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Yuneva Yuneva. "Studi Literatur: Implementasi Metode Pembelajaran Kooperatif Tipe Jigsaw dalam Meningkatkan Motivasi Belajar IPA Siswa SMP." Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam 2, no. 4 (2024): 295–302. https://doi.org/10.59581/konstanta.v2i4.4508.

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This study explores the implementation of the Jigsaw method, a cooperative learning strategy, in a junior high school setting and its impact on student motivation. The aim is to investigate how the Jigsaw method affects students’ motivation to learn, especially in the context of science learning. Active student participation in the learning process is emphasized in the Jigsaw Cooperative Learning Method. A literature review is the research methodology used, with an emphasis on sources released in the last ten years to ensure validity and relevance. Articles, books, dissertations, and research

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Munir, Abdul. "PENGARUH MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR BERBICARA SISWA KELAS IV SDI TETEBATU KABUPATEN GOWA." KONFIKS : JURNAL BAHASA DAN SASTRA INDONESIA 3, no. 1 (2017): 32. http://dx.doi.org/10.26618/jk.v3i1.382.

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AbstrakTujuan penelitian ini adalah mengungkap dan menganalisis, Pengaruh Jigsaw, terhadap hasil belajar berbicara bahasa Indonesia. Metode eksperimen yang digunakan adalah Desain Penelitian Posttest Only Desain. Adapun populasi sebanyak 86, sampelnya 43. Instrument penelitian adalah lembar observasi, objektif tes (pilihan ganda), dan format wawancara, serta dokumentasi. Hasil analisis data menunjukkan bahwa siswa yang diberi perlakuan model pembelajaran Jigsaw, memeroleh nilai hasil belajar Berbicara bahasa Indonesia rata-rata baik.Kata Kunci: Pengaruh, Model Jigsaw, Keterampilan Berbicara, b

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