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THE USE OF JIGSAW METHOD IN IMPROVING STUDENT OUTCOMES AND

STUDENT ACTIVITY IN CHEMISTRY SUBJECT OF STUDENT CLASS X SMA N 2

AMLAPURA

A. BACKGROUND

Chemistry is the science which obtained and developed based on experiments of natural

phenomena; especially those related to the composition, structure and properties,

transformations, dynamics and energetics of the substance. Therefore, chemical subjects

include those linkages, involving skills and reasoning. Chemistry is a product; chemical

knowledge of the facts, theories, principles, laws, the findings of scientists, and scientific work

process. Thus, assessment and learning in chemistry, should consider the characteristics of the

chemical sciences, as products and processes.

Chemistry often becomes subjects that are considered difficult by students.

Consequence, many students are not successful in chemistry and activity of student learning in

following subjects are very low even none. Students' understanding on this matter is also not

maximal. That is because activity of students at the time to follow this matter, both in asking

and opinion very less. It is also exacerbated by the lack of teachers use a variety of teaching

methods.

Inactivity students in asking and opinion in subjects of chemistry, have a bad impact in

students' understanding of the lesson. Thus what is the purpose of the subject matter will be

difficult to achieve. In general, students tend to learn by memorizing rather than actively

construct their own understanding of chemical concepts. Thus, the concept of chemistry is still

an abstract concept for students. Therefore, necessary to do other alternative that is expected to

increase the activity of the students in asking questions and expressing an opinion in the subject

matter of chemistry. The authors propose a method Jigsaw as an effort to improve students'

skills in asking and opinion in the subject matter of chemistry. Jigsaw method was chosen

because this method has several advantages compared with other methods. Advantages of this

method as the students were more active in the class because each group has different problems

and students more easily understand the subject matter. Through this method students are

required to present their opinions related to the subject matter that will be learned. Thus activity

of students in the following lessons can be increased.

Based on the background and the problems mentioned above, the authors are interested

in conducting research on the class action "Use of the Jigsaw method of learning can improve



student outcomes and student activities in the chemistry subject of Students Class X SMA N 2

Amlapura."

B. PROBLEM AND PROBLEM FORMULATION

Starting from background above the authors formulate the problem as follows:

1. Could jigsaw method use in improving student outcomes chemistry subject of

student class X SMA N 2 Amlapura?

2. Could jigsaw method use in improving student activity in chemistry subject of

student class X SMA N 2 Amlapura?

3. How does the use of the jigsaw method in improving student outcomes and student

activity in chemistry subject of student class X SMA N 2 Amlapura?

Problem-solving methods that is used in this research, is learning using jigsaw method.

With this method is expected to the understanding of the concept in Chemistry subject that

delivered to students can be increased so that activity of students can increase as well.

C. OBJECTIVES

Based on the problems above, so the objectives of this research are:

1. To describe the use of jigsaw method in improving student outcomes in chemistry

subject of student class X SMA N 2 Amlapura

2. To describe the use of jigsaw method in improving student activity in chemistry

subject of student class X SMA N 2 Amlapura

3. To know the impact of using jigsaw method in improving student outcomes and

student activity in chemistry subject of student class X SMA N 2 Amlapura

D. SIGNIFICANT

In general, the benefit of writing this research is:

To improve improving student outcomes and student activity in

chemistry subject of student class X SMA N 2 Amlapura by using Jigsaw method

E. THEORY



Every teacher has different ways of implementing a learning activity. Usually the way it

was planned before the implementation of activities. If not achieve optimal results, she tried to

find other ways to achieve its objectives. Process shows that, people are always trying to find

the best way to get the expected results. Any teachers who implement certain way in an activity

indicate that the person already done a strategy. And strategies is used accordance with the

conditions of time and place when implementation of activities.

Strategies applied in teaching and learning activities are called learning strategies.

Learning strategies include the purpose of learning activities, who is involved in the activities,

content of activities, process activities and supporting activities. The purpose of learning

strategies is the realization of the efficiency and effectiveness of learning activities that learners

do. The parties involved in learning are that educators and the learners interact educative

between to each other. Content of learning activities is a subject that comes from the

curriculum of an educational program. Process activities are the steps or stages through which

teachers and students in learning. Sources include facilities supporting learning activities and

tools of learning aids.

One type of learning strategy is active learning strategy. Active learning is any

learning that enables students to actively participate in the learning process both in the form of

interaction among students, and students with a teacher in the learning process. Active

learning has the following characteristics: 1. the emphasis of the learning process not on

delivery of information by the teachers but on developing analytical and critical thinking skills

on topics or issues discussed, 2. Students are not just passively listening to lectures, but doing

something related to the course material.

One type of learning is cooperative learning. Cooperative learning is a learning

approach that focuses on the use of small groups of students to work together to maximize the

learning conditions for achieving learning objectives..

In cooperative learning there are various types; one of them of cooperative learning is a

type jigsaw. Type of jigsaw learning, is cooperative learning is consisting of several members

in one group responsible for the control of the learning materials and be able to teach it to other

members of the group.

Initial Group



The steps of cooperative learning jigsaw type are as follows:

a. Base Group/ Initial Group

1. Students are divided into small groups consisting of 4-6 people

2. Distribute materials or tasks in accordance with the material being taught

3. Each student in the group given the task or a different material and understand

the information in it.

b. Expert Group

1. Collect each student has a task / material same in one group

2. In this expert group, the teacher assigns students to learn together to become an

3. Expert in accordance with the material or task is the responsibility of the

student.

4. Assign to all members of the group of experts to understand and can present

information about the outcome of the matter or task that has understood the

initial.

5. If the tasks have been completed in a group of experts, each student's return to

the initial group.

6. Give a chance to take turns each student to convey the results of the task in anexperts group.

7. If the group has completed its task , the overall of each group reported their

results and present to the class

One model of learning that can be applied is model of cooperative learning jigsaw type.

At this jigsaw model student who actively construct their own knowledge. By giving students

work actively in the learning process chemistry, means providing wide opportunities to use

skills in developing its chemical expertise. This model also emphasizes the activity of students

Counterpart Group/ Expert Group



in discovering the concepts learned and the teacher only had a role as a facilitator and

motivator.

The activities in this jigsaw method is an activity that leads to the learning process such

as: students do not work on other subjects, are not influenced situations outside the classroom,

students listen the direction of the teachers, ask or answer questions the teacher, the task in a

group with great seriously and carefully, can express opinions in discussion, mutual help

among the members, notice is considered an important explanation of the teacher or other

students, responding to the stimulus of teacher gives and did not look bored when learning

takes place.

F. HYPOTHESIS

From the above explanation, it can made hypothesis as follows:

1. The relationship between the idea of jigsaw method and student outcomes

2. The relationship between the idea of jigsaw and student participation

3. The use of Jigsaw method could improve student outcomes in chemistry subject of

student class X SMA N 2 Amlapura

4. The use of Jigsaw method could improve student participation in chemistry subject of

student class X SMA N 2 Amlapura

G. METHOD

This research is action research, because research done to solve the problem of learning

in the classroom. The study also includes descriptive studies, for describing how a learning

technique is applied and how the desired outcomes can be achieved.

1. Research Sites

Research sites are a place that is used in conducting research to obtain the desired data.

This study took place in SMA N 2 Amlapura

2. Research Time

Time of research, is the time ongoing the research or when the research took place. The

study was conducted in October odd semesters 2012/2013.

3. Research Subject

Research subjects, is students of class X of Studies 2012/2013 on the subject of

Chemistry

Cycle stages of the spiral of classroom action research can be seen in the following

figure:

Round 1



Picture 2. Steps of Action research

Explanation of the above flow is:

1. Initial plan, before conducting research, the researcher formulate problems, objectives

and action plan, including the research instruments and tools of learning.

2. Observations, including actions taken by the researchers in an effort to build students'

understanding of concepts and observe the results or impact of the implementation of

teaching methods by using a jigsaw

3. Reflection, the researchers examined, to see and consider the results or impact of

actions taken based on the observation sheets completed by the observer.

4. The revised plan based on the reflection of the observer make a revised draft to conduct

in the next cycle.

The research was carried out for three cycles. Observation divided into three rounds,

namely rounds 1, 2, and 3, where each round with same treatment (same flow of activities) and

discuss the subject of the sub, which ended with formative test at the end of each round. Made

in three rounds are intended to improve the teaching system has been implemented.

Based on discussions then most appropriate measures to increase learning is by increase

motivation, activity and participation of students in the learning activities. Related to that, then

the most appropriate action is by developing students' intellectual skills.

Based on the initial reflections, then the class action procedures of the research include:

(1) planning, (2) actions, (3) observation, and (4) reflection in each cycle.

The detailed procedures of action the research are outlined in following description.

Reflection

Action/

Observation

Reflection

Action/

Observation

Reflection

Action/

Observation

Initial plan/

The revised

Round 2

Round 3



1. Planning stage

At the planning stage of this activity include:

a. Researchers and observers set the alternative in increase effectiveness learning

Chemistry.

b. Collaborators together with researchers plan to develop the teaching of intellectual

skills.

c. Discuss about chemistry learning that develops students' intellectual skills.

d. Inventory learning media (use flash)

e. Make the observation sheet.

f. Designing an evaluation tool

2. Actions stage

At this stage action, their activities are to carry out learning activities as planned (in

Lesson plan).

3. Observations stage

In the observation stage this activity is carried out to observe the implementation of the

action using an observation sheet has been prepared.

4. Reflection stage

At this stage reflection, activities that include analysis of data obtained through

observation. Based on these observations, teachers can reflect on the learning activities

that have been conducted. Thus, the teacher will be able to examine the effectiveness of

learning activities that have been done. Based on the results of this reflection will are

known weaknesses of the learning activities undertaken by teachers that can be used to

determine the action to the next cycle.

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