Jigsaw and Problem-Based Cooperative Learning Modifications  to Optimize Learning Outcomes and Learning Motivation Of Social Studies Mts Al-Ikhlas Fajar Bulan

Evi Ardila; Dedy Miswar; Pujiati

doi:10.59890/ijels.v3i4.21

Authors

Evi Ardila Universitas Lampung
Dedy Miswar Universitas Lampung
Pujiati Universitas Lampung

DOI:

https://doi.org/10.59890/ijels.v3i4.21

Keywords:

Jigsaw and PBL Modification, Learning Outcomes, Learning Motivation

Abstract

Education is related to a conscious effort made by individuals to develop every aspect they have, including aspects of attitudes, knowledge, and skills. This study uses quantitative nets with a quasi-experimental design. Data was obtained through two instruments, namely learning motivation questionnaires and learning outcome tests. The results of the study show that; (1) Show significant results with the results of sig. learning motivation is 0.013 and the GIS value of learning outcomes is 0.026 < 0.05, then as the basis for decision-making in test f that the hypothesis is accepted, which means that it has a significant influence of PBL-modified jigsaw-based learning in the experimental and control classes, (2) The results of learning motivation in the experimental class showed significant results with results of 0.029 in the experimental class and 0.030 in the control class which means that the value is < 0.05 (3) Test the effectiveness through learning by applying jigsaw and problem-based learning modifications to student learning outcomes and learning motivation. Therefore, it can be concluded that the application of jigsaw-type cooperative learning and problem-based learning in experimental classes had a significant impact on improving student learning outcomes compared to control classes that were not given jigsaw-type cooperative learning and problem-based learning treatments, with a difference of 17.7%.

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