Implementing Jigsaw Type of Cooperative Learning Model to Improve Students’ Cognitive, Affective and Psychomotor Domains in Learning Natural Science at Grade IX.1 Smp Negeri 7 Sawahlunto

Abstract

The lowerstudents’competencies in learning science are caused by less participation of students and they are not maximally involved in the learning process, and also the learning model used has not been able to optimize the students’ potential. This study aims to determine the improvement of cognitive, affective and psychomotor domains of students in learning science by applying the jigsaw type of cooperative learning model at grade IX.1 of SMP Negeri 7 Sawahlunto. The type of this research is Classroom Action Research. The research subjects were 17 students on grade IX.1 of SMP Negeri 7 Sawahlunto in the academic year of 2018/2019. The research was conducted in two cycles, each cycle consisting of planning, action, observation, and reflection. The data were analyzed qualitatively and quantitatively. The results showed that jigsaw type of cooperative learning model could improve the cognitive domain as seen from the average learning outcomes in Cycle I was 74.41 and Cycle II was 77.65. Classical completeness in Cycle I was 70.59% and in Cycle II was 88.24%. The average affective domain observations were obtained, Cycle I was 67.65 and Cycle II was 75 with classical completeness in Cycle I 67.65% and in Cycle II 85.29% and the results of observation of the psychomotor domain Cycle I was 70.10 and Cycle II was 76.47 while the classical completeness of the psychomotor domain in Cycle I was 74.51% and Cycle II was 88.24%. The results of the study concluded that there was an increasing number in the cognitive, affective, and psychomotor domains of students on grade IX.1 SMP Negeri 7 Sawahlunto. The jigsaw type of cooperative learning model that is applied in classroom action research can improve students' competencies in cognitive, affective, and psychomotor domains.