Productive Learning Activities as an Effort to Improve Mathematics

Learning Outcomes of the Circumference of a Circle and Area of the

Circles Material using Jigsaw Cooperative Learning at Students of

SDN 38 Ternate

Sahrin Karim

, Sarjuga

, Yahya Hairun

Mathematics Teacher at Elementary School of SDN 38 Ternate, Maluku Utara

Mathematics Lecturer at the Faculty of Teacher Training and Educational, Universitas Khairun, Ternate, Maluku

Utara

Keywords: Learning activities, Learning outcomes of mathematics, Jigsaw model.

Abstract: This research is a classroom action research that aims to determine the learning activities of students in

mathematics learning and mathematics learning outcomes in the circumference and area of the circle by

using Jigsaw cooperative learning. The subjects used as respondents were 44 students in the 6th grade of

SDN 38 Ternate city. The instruments used were learning videos and Student Evaluation Sheets (LES). The

results obtained from learning activities observed through learning videos that are analyzed in full are stated

that students are very responsive and active between students and students in groups and students as a whole

so that it can be said to be very good learning activities. While the learning outcomes obtained through the

LES score with an average score are 90 with very good categories.

1 INTRODUCTION

Objectives of the assignment of lecturers at PDS

schools that underlie this Classroom Action research

article is to produce collaborative learning tools

which include learning models as collaboration to

support quality learning objectives in the classroom,

then to reflect on the goals of the PDS can be

coupled with a class action research (PTK). Thus

collaborative learning and quality learning tools are

presented and coupled with classroom action

research (CAR).

Achieving the goal of PDS is the role of students

in the learning process in the classroom. The role of

students as a real activity in the learning process

both in group activities and inter-group activities in

learning will greatly determine the results that will

be obtained in learning. The selection of models also

greatly supports the motivation and enthusiasm of

students to learn. One of the models used is the

Jigsaw cooperative model, with circumference and

circular area material. Thus the topic of classroom

action research (PTK) is "Productive learning

activities as an effort to improve mathematics

learning outcomes in the circumference and area of

the circle using Jigsaw type cooperative learning by

students of SDN 38 Ternate city".

1.1 Problem Formulation

The problem formulations or research questions in

this CAR are:

1. What are the learning activities of the students of

SDN 38 Ternate City on the circumference and

area of the circle by using Jigsaw co-operative

learning?

2. What are the learning outcomes of students of

SDN 38 Ternate City on the circumference and

area of the circle using Jigsaw cooperative

learning?

1.2 Research Objectives

The objectives to be achieved in this study are:

1. To find out the learning activities of students of

SDN 38 Kota Ternate on the circumference and

area of the circle by using Jigsaw cooperative

learning.

2. To find out the learning outcomes of students of

SDN 38 Kota Ternate on the circumference and

Karim, S., , S. and Hairun, Y.

Productive Learning Activities as an Effort to Improve Mathematics Learning Outcomes of the Circumference of a Circle and Area of the Circles Material using Jigsaw Cooperative Learning

at Students of SDN 38 Ternate.

DOI: 10.5220/0008901303030306

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 303-306

ISBN: 978-989-758-439-8

303

area of the circle by using Jigsaw cooperative

learning.

1.3 Research Benefits

This study is expected to be useful for: Principals,

Teachers, Lecturers and Parents as input on learning

outcomes and learning activities of students in 6th

grade of SDN 38 Ternate City.

2 LITERATURE REVIEW

Learning and teaching activities are the processes

carried out by teachers and students when learning

takes place and productive learning activities will

produce good learning outcomes. Herman (2002:

10), that every teaching and learning process always

produces learning outcomes. The problem faced is to

what level of learning outcomes have been achieved.

According to Zain Aqib (2013: 65), learning

outcomes are when someone has learned and there

will be behavioral changes in that person. For

example, not knowing being aware and not

understanding being understanding.

The learning process is a psychic / mental

activity that takes place in active interaction with the

environment which produces changes that are

relatively constant and traceable. This behavior

change is a learning outcome that covers the

cognitive, effective domain, and psychomotor

domains (Uzlifatul Janna 2010: 4). The principle

underlying the assessment of learning outcomes is to

provide hope for students and teachers to be able to

improve the quality of learning. Quality in the sense

of students becomes effective learning and the

teacher becomes a good motivator.

Jhon M. Keller as quoted by Mulyono

Abdurrahman (2002: 46) holds that: learning is

strongly influenced by two kinds of input, namely

personal input groups (personal inputs) and input

groups that come from the environment

(environmental inputs). Another opinion expressed

by Muslims in the Journal of Research in the field of

education mentions the factors that influence

learning, namely:

Learning strategies, one of the strategies that can

increase student involvement in the learning process

are: pre-learning, information presentation, student

participation, evaluation, and action go on.

Students' cognitive style, habit of acting that is

relatively fixed in receiving, thinking, solving

problems, or in information. From various

descriptions of the factors that influence learning can

be grouped into two, namely internal factors and

external factors. Internal factors are factors that arise

from within the students while external factors are

factors caused by external stimulation of students so

that students are affected or conditioned by these

external factors.

2.1 Cooperative Learning Model of

Jigsaw

Cooperative refers to the learning model in which

students work together in small groups helping each

other in learning. Most involve students in groups

consisting of 4 (four) students who have different

abilities.

Lukman (2009: 26) states that the basic elements

of cooperative learning are as follows:

a. Students are responsible for everything in the

group as their own.

b. Students try to see that all members in the group

have the same goal.

c. Students must share the same tasks and

responsibilities where members of the group.

d. Students will be subject to an evaluation or gift /

award which will also be applied to all group

members.

e. Students will be asked to account individually

for the material handled in the cooperative group.

f. Students are various leaders and they need skills

to learn together during the learning process.

2.2 Steps of the Jigsaw Cooperative

Learning Model

The steps of the Jigsaw cooperative learning model

are as follows:

a. Students are grouped with 4-5 people

b. Each person in the team is given different tasks

and assignments

c. Members of different teams with the same

assignments form groups new (expert group)

d. After the expert group discussed, each member

returned to the original group and explained to

the group members about the sub-section they

mastered.

e. Each expert team presented the results of the

discussion.

Discussion of the

Covering

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2.3 The Material of the Circumference of

a Circle and Area of the Circles

2.3.1 The Circumference of a Circle

The formula of the circumference of a circle K with

diameter d or radius r is as follows:

K = πd atau K=2πr

To facilitate calculation, in using= 3.14 or 22/7,

you can pay attention to the diameter or radius of the

circle. If the diameter or radius of the circle is a

multiple of 7, then use π=22/7. If the value of the

diameter or radius of the circle is not a multiple of 7,

then use π=3.14.

2.3.2 Area of Circle

After studying the circumference of the circle, in this

section we will study the area of the circle. The area

of the circle is the area of the area bounded by the

circumference of the circle. Pay attention to the

following picture.

A circle is divided into 16 jays. Then the juring

is arranged like a rectangle above. The build has a

length equal to half the circumference of the circle

(1/2 πd or πr). The wake width is equal to the radius

of the circle (r). So that the area of a circle with

radius r is equal to the area of a rectangle with a

length of πr and r. Obtained:

L=length x width

L=πr x r

L=πr^2, or because r =1/2 d, thus =πr^2=π(1/2 d

x 1/2 d) = π(1/4 d^2)=1/4 πd^2

So, the area of a circle with radius r or diameter d is

as follows:

L=πr^2, or L=1/4 πd^2

3 RESEARCH METHOD

This research is a classroom action research with

respondents or subjects are students of SDN 38

Ternate City, in total of 40 students. The research

instrument used was the LES (Student Evaluation

sheet) with the number of items as many as 4 (four

items). The item used is the item in the reference

book (not homemade) so that the level of validity

and reliability can be guaranteed. In addition to LES,

observation instruments and video documentation

are used to measure activity during learning.

Observation instruments to answer the first problem

and LES to answer the second problem. The

variables are student learning outcomes on the

material area and circumference of the circle taught

by Jigsaw cooperative learning. The analysis used is

Benchmark Reference Assessment (PAP) Nana

Sudjana (2008: 107)

Minimum completeness standard (SKM) of

mathematics subjects at SDN 38 is 75.

4 RESULTS AND DISCUSSION

4.1 Research Results

The results of the video analysis showed that all

groups of students consisting of 4 (four) groups were

all very active in taking lessons and were directly

involved in the learning process carried out with the

Jigsaw type learning model. Thus the results of the

analysis said that the activities of students in the 6th

grade of SDN 38 in 2018 at the time of learning with

traveling material and area of the circle observed by

students as a whole play an active role in classroom

learning.

Evaluation results through the student evaluation

sheet (LES) obtained scores of students learning

outcomes of students in the 6th of SDN 38 Ternate

City in 2018 when learning the Roving and Area of

Circle material using Jigsaw cooperative learning

gained an average score of 90.

4.2 Discussion

Based on the results of the study above, it can be

explained as follows:

Student learning activities observed through the full

video analysis observation instrument obtained

information that all students in the sixth grade of

Ternate City Elementary School in 2018 played an

active and learning role in the circumference and

area of the circle using Jigsaw cooperative learning.

Thus it can be stated that the learning activities of

students in the sixth grade of SDN Kota Ternate are

very good.

Productive Learning Activities as an Effort to Improve Mathematics Learning Outcomes of the Circumference of a Circle and Area of the

Circles Material using Jigsaw Cooperative Learning at Students of SDN 38 Ternate

305

The results of the evaluation score based on the

student evaluation sheet (LES) obtained an average

score was 90. Thus it can be stated that the learning

outcomes of students in the sixth grade of SDN 38

Kota Ternate were very good.

Based on the results of observations made by the

analysis of the whole learning video obtained by the

learning activities of students in the sixth grade of

SDN Kota Ternate was very good and the learning

outcomes obtained through evaluating the learning

outcomes of student evaluation sheets (LES) were

very good. This shows that the activities carried out

in the learning process in class with the results

obtained are balanced, meaning that the suitability

between observations and learning outcomes.

5 CONCLUSIONS AND

SUGGESTIONS

5.1 Conclusions

The conclusions of this Classroom Action Research

are as follows:

Learning activities of the sixth grade students of

SDN 38 Kota Ternate, when learning about the

Roving and Area Circle material using the Jigsaw

type learning model is very good.

The learning outcomes of the sixth grade students of

SDN 38 Kota Ternate, when learning about the

Roving and Area Circle material using the Jigsaw

type learning model was very good.

5.2 Suggestions

Variation in teaching using various strategies and

models can create motivation and enthusiasm for

learning so that it needs to be done when megajar in

class.

CAR is one of the studies conducted in the study

room which is a condition created by a teacher with

the aim of improving learning outcomes is a good

effort that needs to be done to measure student

learning completeness.

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