Pembelajaran Jigsaw - Adisa SMAN 6 Madiun

1. Background
To improve the learning outcomes of subjects geography and mastery of the material in class XI IPS - 1 SMA 6 Madiun there are some students that absorption is less than 85% of the lowest value of 65. There are several factors that affect less successful teaching geography, among others:

a. Economic background of students who are not the same
b. There is still a lack of media map as population distribution map dimasing - each island or region and spread of flora and fauna
c. The existence of student interest is still lacking
d. There is a shortage of books resource
e. As technology advances (HP) is a bit disturbing teaching and student learning concentration.
f. Little laziness of students for homework.
To the authors carry out a Class Action Research titled "Optimizing Kratifitas Students In The Application of Learning Method Jigsaw In Geography Lesson"

2. Problem Formulation
With this study the authors that the students in the classical absorption can be fulfilled. If you look at the background issues that affect less successful teaching and learning, using JIGSAW method can optimize the creativity of students in Geography lessons.

3. Research Objectives
Through action research is expected to be found the best way to optimize student learning outcomes.
4. Benefits Research
Class Action Research is expected to be useful for students to:
a. Help in mastering the subject matter
b. Increase students' motivation in order to improve learning outcomes.
c. Improving students' creativity in learning
d. Improving students' courage in expressing opinions.

This research is useful for students in addition also useful for teachers to:
a. Developing a learning process that already exists towards a better
b. Find weaknesses - weaknesses that occur in the learning process earlier
c. Can improve and complement the weaknesses - weaknesses previously
d. Is the pride of the learning process as expected
e. Reinforce the application of good method]

B. LITERATURE AND PLAN OF ACTION
1. Reader Review
Discuss an educational tool that greatly helps the learning process especially invite students to create on expression. With discussion can stimulate students and teachers to create a good learning situation if implemented correctly. According to Robinson (1998) in his principles - principles of teaching practice is said that determine the teaching methods used in different settings, and can create a healthy emotional among students - student. Discussion method. This discussion method further help teachers bring the world into the classroom. Thus the idea of abstract and alien nature becomes more concrete and easily understood by students. When this teaching method is used appropriately, then students will be involved in the lesson there is a possibility they will get better and move forward.
Furthermore, Robinson (1998) suggested some media that can be used to teach geography, among others:
1. Map
2. Model
3. Specimen
4. Image
5. Slide
6. Film
From the above opinion can be concluded that the medium of instruction is also indispensable for teachers as a tool to clarify all the related discussion in teaching and learning in class. Professional teachers should be able to choose methods and teaching aids must be adapted to the age of learners to be taught as well as the subject matter. In the opinion / password mode that knowledge of the map is very vital in geography subjects.
Media maps according to the author is very important to help the learning process in the classroom. Which the authors mean adjusted to the type of map that essentially competence.
According to Willem (1989) in his book "Becoming a Professional Master ', he said that teaching is to guide student learning activities that he wants to learn. Jhonson and Rissing said that people can remember about 20% of the hearing, 50% of the saw and 75% of the committed.
Jigsaw method is a way of learning that is formed by the group - a group with a different provision of material and form a team of experts (Jigsaw, Model Team of Experts, Aroson, Blaney Stephe, Siker, And Snapp, 1978)
Learning: everything that used to lead to learning activities that allow students to gain or attain knowledge, knowledge and change attitudes.
From the above statement can be concluded that learning with a more meaningful discussion of the information learned by listening to the teacher and discussion forum,, pictures, slides, films
very supportive optimize creativity in the application of the Jigsaw method in geography subjects.

C. METHODS

1. Setting Research
 classroom action research conducted in SMAN 6 Madiun Subjects were students of class XI IPS - 1 by the number of students = 45 students consisting jumlaj male - male = 24, female = number of students and 21 female students
 Peneliitian class actions implemented in SMAN 6 Madiun.
Subjects were students of class XI IPS - 1 by the number of students = 45 students consisting number of men - male = 28, female = number of students and 17 female students

2. Action Plan
1. Determine Material
2. Students are grouped and each group was given a different material
3. Each student in the group assigned reading material
4. Members of different teams and have studied sections / sub-sections which are different in each new group (group of experts) to discuss a particular section.
5. After completion of the discussion as a team of experts for each member of the group back to its origin and alternately teach teammates
6. The expert team mempersentasikan discussion results
7. The teacher gives evaluation.

2. Preparation Research
a. Make a schedule of research activities ranging from August to October 2005
b. Determining the research material (the material chosen for this PTK is Antroposter) and research methods (Jigsaw)
c. Make a matter for Fretest and Posttest
d. Specifies the class that will be used as a study.
e. Form discussion groups
f. Give the title discussion on each - each group and the discussion explanation
g. evaluate

Explanation as follows: The first step is:

NO NAME DESCRIPTION OF TITLE STUDENT GROUP DISCUSSION
1 2 3 4
1
2
3
4
5 Agus P
Andi D
good CB
Bayu R
Deden YP I
I
I
I
I Antrosfer definition, impact and control the population explosion
1
2
3
4
Desi 5 A
Dhanang W
dzin N
Eko Good A
Eko K II
II
II
II
The second method of calculating the total population and the importance of population composition
1
2
3
4
5 Eco SP
Janet Evans
Hidalgo EW
Febriani PL
Ferries Ita III
III
III
III
III population pyramids
~ 5 ~
1 2 3 4
1
2
3
4
5 Firsa S
Fita S
Haykal
Hendra Nur
Jonni S IV
IV
IV
IV
IV Population growth (births and deaths)
1
2
3
4
Game 5 Shinta
Lina A
Lucky FT
Manu A
US Mohammad V
V
V
V
V factors - factors that inhibit (Anti Anniversary) and support (Pro Anniversary) birth
1
2
3
4
5 Mohammad HZ
Niken LS
Niken PA
Nita I
Nocky SD VI
VI
VI
VI
Factor VI - contributing factors of death and mortality rate measurement
1
2
3
4
5 Praise Pugu US
Rafindo AW
A Dwi Ratna
Restika YN
rizka VII
VII
VII
VII
Factor VII - factors that affect the distribution and density of population in a region (country)
1
2
3
4
5 Titi ID
Neiki MH
Revelation N
Widiya Ning
Yayuk F VIII
VIII
VIII
VIII
Quality VIII population by level of education:
1. Factors causing low levels of
     Education in Indonesia
2. Step - government measures
     in improving the quality of education
1
2
3
4
5 Yohan FGL
yulianto
Ganga US
Susan WA
Rahmat APM IX
IX
IX
IX
Factor IX population by level of health, livelihood and income




Step into two serial no students together to form a group so into 5 groups:
NO TITLE NO URUT STUDENT GROUP DISCUSSION
1
2
3
4
5
6
7
8
9 1
1
1
1
1
1
1
1
1 I
I
I
I
I
I
I
I
I Same as previous group
1
2
3
4
5
6
7
8
9 2
2
2
2
2
2
2
2
2 II
II
II
II
II
II
II
II
II Same as the previous group
1
2
3
4
5
6
7
8
9 3
3
3
3
3
3
3
3
3 III
III
III
III
III
III
III
III
III Similar to the previous group

and so on until terbetuk 5 groups
Each - each student the same serial numbers explain the results of the discussion on group members, such as the serial number of students from Group I earlier explained
about understanding Anthroposphere, impact and control the population explosion on all members kelompokknya (9 students), upon completion, followed by students that the serial number 1 of group II students earlier explained the method of calculating the number of inhabitants and the importance of the composition of the population of all the members of the group (9 students) and students - students the same serial numbers also explain the results of the previous discussion to the group.

3. Cycle Research
Classroom action research was conducted 5 cycles:
I cycle observed by the collaboration of SMA 6 Madiun after confluence was done to discuss the friend - a friend who is in the implementation of the class action and as a Reflection for the next activity. From a friend - a friend in the first cycle and observed the learning process, then designed the action for the next cycle.
Step implementation of learning activities in the classroom, namely:
a. Attendance appresepsi student attendance and motivation
b. Core activities of each group according to the division discuss topics of discussion
c. Teachers make observations during the discussions at the same time carry out an assessment the discussion
d. Teachers give students the task of reading material in accordance with the respective discussion topics - each to follow up in the next week.

4. Instruments
a. Making a list of groups and the student's name.
b. Creating an evaluation tool
c. Creating tables with criteria for active surveillance and attention well, pretty, less.


D. RESULTS

1. First Cycle
a. plan
Class Action Research conducted on the basis of competence 2 (Kd 2) of Anthroposphere activity begins with Freetes and questions to motivate students to do with Kd 2 which will be discussed, teacher explains the implementation of learning by using the method of discussion (Jigsaw) that has divided the group and its members. Teachers also observe the discussions and clarify discussion points when there is lack of clarity on the subject of the discussion, the group asked. Besides, teachers also find weaknesses - weaknesses of what happens in using such methods. When unfinished solve the problem in the discussion, will be continued next meeting.

b. Implementation.
Assigns working on - a question (freetest).
This classroom action research, using Jigsaw and divide each group - each group consisted of 5 students and their nine groups - each group was given the task itself - itself to be discussed. After completion of the discussion, the students are the same serial number in the group discussions to form a new group comprised 9 students per group, thus amounting to 5 groups.

c. observation
During the discussion there are several obstacles, among others:
1. There are some students who do not have a source book
2. There are some students who do not understand the extension of the term - related terms Anthroposphere

3. Slightly disturbed their students late entry (for TOD clock to 1-2)
4. There is a member of the group which eliminates the results of discussions (group 3)
5. Slightly disturbed their class president convey information romadhon cottage school
6. There are members who talk (talking off topic discussion)
7. There are students who receive (mengoprasikan) HP

d. reflection
1. The time available is not sufficient to explain the action research because the discussions and concepts.
2. The atmosphere is a bit tense and rigid impressed, this is due to the presence of collaborators who are still unfamiliar to students, so there are some students consider collaborators.
Based on observations suggested:
a. In order for teachers improve teaching by providing concepts - concepts in a simple way so that students quickly understand.
b. Teachers should bring media such as pictures or photos or slides in accordance with its Kd.
c. The presence kolobarator be socialized prior to the student so that the student does not feel watched.

3. Cycle to 2 (two) to cycle to 5 (five)
Based on the results of planning, implementation, observation and reflection, assessment of cycle 1, then cycle to 2 is a continuation of the cycle 1 with Kd 2. weaknesses in cycle 1 to cycle 2 repaired.


2. Second Cycle
a. plan
a. Designing lesson plans with koloborator
b. Streamline the wrong time in the cycle 1
c. Designing tasks for students who have not completed their study in cycle 1
d. Socializing collaborators no longer affect the learning process.

b. implementation
Students continue the discussion

c. observation
In general, little disruption of classroom action research has been resolved. Based on observations found their kindness and smoothness of learning activities, increase the courage to express opinions among friends.

d. reflection
The time for discussion is still lacking and continued the next meeting











RESEARCH RESULT

Early Observations
To determine the initial conditions of geography learning both in SMAN 6 Madiun particular class XI IPS -1 conducted preliminary tests or post-test on the students. From the results of the general post-test condition was demonstrated:
a. Lack of knowledge of students about the materials Geography
b. Lack of students who have the book
c. Lack of students in reading Geography

From freetes and post-test data showed:
a. SMA 6 Madiun
Of the total 45 students who participated free test scores 65 to under 6 students = 13.32%
b. Of the total 45 students who took the post test scores 65 and above 100%

Cycle to 1

Material discussed is the basic competencies 1.2. the ability to predict the dynamics of change and its impact on the lives Anthroposphere earth. Things - things that are found in the first cycle is fixed in the second cycle with steps - steps as follows:
1. Planning
- Designing lesson plans jigsaw method.
   Person 1: analyzing the composition of the population by age and sex
   Person 2: calculate the population growth of a region
   People to 3: presents the demographic information via the map
   People to 4: present position information via table
   People to 5: ionformasi present population through a graph or chart
- Mengifisienkan wrong time
2. Acting
- Implementation of the jigsaw learning method has been going well, son impressed flexible even of each - each group of cool with the material provided
- With a predetermined time each group can mengifisienkan time well

3. Observations
Based on the results of the data analysis conducted in this cycle generally showed a slight lack of courage of students in the implementation of the discussion.
The existence of several students who lacked the courage to express opinions this is due to the students concerned have been slow to accept the lesson, many were absent and sometimes out when the RTC.

4. Reflection
Barriers are still found in the first cycle:
1. Students in the implementation of the method has not been smooth and lively discussion.
2. There are still some students who have not completed their study on an individual basis

Alternative solution:
1. Teacher increase class with good knowledge.
2. Provide corrective action.

Cycle to 2
1. Planning
 Each student in the group read the assigned material.
 Members of different teams that have been ferreting sections or sub-sections that differ in the new group (group of experts) to discuss specific section

 After completion of discussion as an expert team member of the group and turns back keasalnya teach teammates
 A team of experts presented the results of discussions
 The teacher gives evaluation
Problem - evaluation questions attached!

2. Implementation
Teacher and student learning to inform the implementation of the respective groups - each with a different distribution of the material. Children who received a number of material together to form their own group with the material to 1. Children who get material 2 numbers together to form their own group with the material to 2. Children who get material 3 numbers together to form their own group with the material to 3. Children who get the material number 4 together to form their own group with the material to 4. Children who get together to form the material into 5 groups themselves with the material to 5. After each - each student has learned the material provided, then the students back to denominations original and alternate teaching team. Here Master held observation and seeing the expression levels of student activity in a group discussion with the criteria: good, sufficient and less. By ticking the check list.

3. Observations
Based on observations found an increase in student learning, ie, from the initial test scores above 65 = 15.5% to 20%. Thus, the jigsaw method has positive impact on learning outcomes.
Courage students to perform in front of members of the group discussions there were limited, in which children seem confused and awkward this can be seen from the observation of student activities less = 55.6%, 22.2% and enough = good = 22.2%.


Once asked why they are less active in the implementation of the discussion so that the test results have not been amended more optimal, they answered not understand implementation method jigsaw discussion with an expert team models.

4. Reflection
Complete reflection of cycle 1 revealed several obstacles, among others:
1. The learning environment jigsaw discussion rather tense and stiff impressed. This is due to the child still unfamiliar in conducting discussions jigsaw.
2. The time allocated for this action is not quite as consumed in the formation of the group.
Based on the observations that have been made, it is suggested to teachers explain to students that the implementation of the jigsaw method is very pleasant and can arouse students' creativity and attention.