Nadillah Amanda, Corry, Ease Arent

PENERAPAN MODEL PEMBELAJARAN JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SEJARAH KELAS X DI SMK ALWASLIYAH DOLOK ULU TAHUN AJARAN 2023/2024

Introduction

Penerapan model pembelajaran jigsaw untuk meningkatkan hasil belajar sejarah kelas x di smk alwasliyah dolok ulu tahun ajaran 2023/2024 . Tingkatkan hasil belajar Sejarah siswa kelas X SMK dengan model Jigsaw. Studi ini membuktikan pengaruh positif penerapan Jigsaw di SMK Alwashliyah Dolok Ulu.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Jigsaw terhadap hasil belajar Sejarah peserta didik kelas X SMK Al Washliyah Dolok Ulu.  Terdapat 2 hipotesis dalam penelitian ini yaitu, (1) ada pengaruh penerapan model pembelajaran Jigsaw terhadap hasil belajar Sejarah peserta didik kelas X SMK Alwashliyah Dolok Ulu (H1) dan (2) tidak ada pengaruh penerapan model pembelajaran Jigsaw terhadap hasil belajar Sejarah peserta didik kelas X SMK Al Washliyah Dolok Ulu (H0). Metode yang digunakan pada penelitian ini adalah metode eksperimen dengan jenis penelitian pre-exsperimental design dengan desain penelitian one group pre-test post-test design. Jumlah sampel pada penelitian ini adalah 24 orang. Pengumpulan data dilakukan dengan cara melakukan tes dan dokumentasi, data penelitian yang diperoleh dianalisis dengan menggunakan analisis statistik. Berdasarkan hasil analisis data uji T yang dilakukan diketahui bahwa hasil thitung  sebesar 10,4sedangkan ttabel 1,714 dengan taraf signifikansi 0,05. Maka dari dikatakan bahwa thitung> ttabel. Berdasarkan hasil analisis data yang didapat maka dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Jigsaw terhadap hasil belajar Sejarah peserta didik kelas X SMK Al Washliyah Dolok Ulu. Ini berarti H1 diterima dan H0 ditolak

Review

This study investigates the application of the Jigsaw learning model to enhance history learning outcomes for tenth-grade students at SMK Al Washliyah Dolok Ulu. The research clearly states its objective and provides a straightforward hypothesis that posits an influence of the Jigsaw model on learning achievements. The use of an experimental approach, specifically a one-group pre-test post-test design, allows for a direct comparison of student performance before and after the intervention. The reported statistical analysis, demonstrating a significantly higher t-statistic (10.4) than the critical t-value (1.714) at a 0.05 significance level, strongly supports the conclusion that the Jigsaw model positively impacts history learning outcomes in the studied group. While the findings are compelling in indicating the effectiveness of the Jigsaw model, the methodology employed presents some limitations. The "pre-experimental design" with a "one-group pre-test post-test design" inherently lacks a control group, which makes it challenging to conclusively attribute all observed improvements solely to the Jigsaw intervention. Other confounding variables, such as maturation or historical events, could potentially contribute to the changes in learning outcomes. Furthermore, the sample size of 24 students, while acceptable for preliminary studies, is relatively small and might limit the generalizability of the findings to a broader population or different educational contexts. Future research employing a more robust quasi-experimental or true experimental design with a control group would strengthen the internal validity of the study. Despite these methodological considerations, the study provides valuable preliminary evidence for the potential benefits of the Jigsaw learning model in history education. The clear statistical outcome offers practical implications for educators at SMK Al Washliyah Dolok Ulu and potentially other vocational schools, suggesting that incorporating cooperative learning strategies like Jigsaw can be an effective pedagogical approach to improve student engagement and academic performance in history. To build upon this work, future studies could explore the specific mechanisms through which Jigsaw enhances learning, investigate its long-term effects, or compare its efficacy against other active learning strategies, thereby contributing more broadly to the literature on educational interventions.

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