Penerapan metode jigsaw dalam mengupayakan pemahaman konsep siswa kelas XII pada materi sel volta

Silaban, Riris (2023) Penerapan metode jigsaw dalam mengupayakan pemahaman konsep siswa kelas XII pada materi sel volta. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Manusia diberikan Allah akal budi sehingga memperoleh pemahaman konsep dalam memahami pengaplikasian pembelajaran secara menyeluruh untuk semakin memahami setiap kebenaran-Nya. Pemahaman konsep yang tepat dibutuhkan untuk memahami setiap konsep dalam ilmu kimia. Berdasarkan data penilain sumatif salah satu sekolah Kristen di Jakarta ditemukan bahwa masih kurangnya pemahaman konsep siswa kelas XII MIPA. Metode jigsaw dipilih sebagai solusi dalam menanggulangi permasalahan ini. Tujuan penulisan ini adalah untuk mendiskripsikan tahapan metode pembelajaran jigsaw dalam mengupayakan pemahaman konsep siswa pada topik sel volta kelas XII. Penulisan ini menggunakan metode kualitatif deskriptif. Guru menyusun pembelajaran sesuai dengan langkah penerapan metode jigsaw yang mengarahkan siswa untuk bertanggung jawab dalam pembelajaran secara individu maupun kelompok. Hasil penelitian menunjukkan bahwa penerapan metode pembelajaran jigsaw mampu mengupayakan pemahaman konsep siswa pada materi sel volta. Hal ini didukung dari rata-rata ketercapaian setiap indikator pemahaman konsep dengan menggunakan instrumen pre test dan post-test. Dalam mengukur pemahaman konsep siswa menggunakan tiga indikator yaitu indikator memahami konsep,menentukan konsep, dan mengaplikasikan konsep. Penulis menyarankan agar penerapan metode pembelajaran jigsaw dalam mengupayakan pemahaman konsep kimia dilakukan dengan memfasilitasi, memperhatikan keterbatasan waktu, dan mengembangkan keseluruhan indikator pemahaman konsep siswa dengan menggunakan metode yang digunakan penulis maupun metode lain./People is given by God reason so as to gain an understanding of the concept in understanding the application of learning thoroughly to better understand each of His truths. A proper understanding of concepts is needed to understand every concept in chemistry. Based on research data summative assessment from one Christian school in Jakarta, it was found that there is still a lack of understanding of the concept of grade XII MIPA students. The jigsaw method was chosen as a solution in overcoming this problem. The purpose of this writing is to describe the stages of the jigsaw learning method in seeking students' understanding of concepts on the topic of class XII voltaic cells. This writing uses descriptive qualitative methods with portfolio data. The teacher arranges learning according to the steps of applying the jigsaw method which directs students to responsibility in learning individually and in groups. The results showed that the application of the jigsaw learning method was able to improve students' understanding of concepts on voltaic cell material. This is supported by the average achievement of each indicator of concept understanding by using pre-test and post-test instruments. To measuring the understanding of concepts, students' use there indicators, namely indicators of understanding concepts, determining concepts, and applying concepts. The author suggests that the application of the jigsaw learning method in improving chemistry understanding is done by facilitating, paying attention to time constraints, and developing overall indicators of students' concept understanding using the methods used by the author and other methods.

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