EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II DITINJAU DARI KEMAMPUAN SPASIAL SISWA

Abstract

The objectives of this research were to investigate: (1) which learning
model of the Cooperative learning model of the GI type, the Jigsaw II
learning model, and the direct learning model results in a better
learning achievement, (2) which students among the students with the
high, moderate, and low spatial abilities have a better learning
achievement, (3) in each of the Cooperative learning model of the GI
type, the Jigsaw II learning model, and the direct learning which
students among the students with the high, moderate, and low spatial
abilities have a better learning achievement, and (4) in each of the high,
moderate, and low spatial abilities which learning model of the
Cooperative learning model of the GI type, the Jigsaw II learning model,
and the direct learning model results in a better learning achievement .
This research used the quasi experimental research method with the
factorial design of
3 3 ?
. Its population was all of the students of State
Junior Secondary Schools of Karanganyar regency. The samples of the
research were taken by using the stratified cluster random sampling
technique. The samples consisted of 285 students. T he data of the
research were gathered through test of spatial ability and test of
learning achievement in Mathematics. The proposed hypotheses of the
research were analyzed by using the two-way analysis of variance with
unbalanced cells. The results of the research are as follows. 1) The
cooperative learning model of the GI type results in a better learning
achievement than the direct learning model, but results in the same
good learning achievement in Mathematics as the Jigsaw II learning
model, and the Jigsaw II learning model results in a better learning
achievement than the direct learning model. 2). The students with the
high spatial ability and those with the moderate spatial ability have a
better learning achievement in Mathematics than those with the low
spatial ability, but the students with the high spatial ability have the
same good learning achievement in Mathematics as those with the
moderate spatial ability. (3) in each of the Cooperative learning model of
the GI type, the Jigsaw II learning model, and the direct learning,
students with the high spatial ability have the same good learning
achievement in Mathematics as those with the moderate spatial ability,
and both the students with the high spatial ability and those with the
moderate spatial ability have a better learning achievement in
Mathematics than those with the low spatial ability. 4) in each of the
high, moderate, and low spatial abilities, the Cooperative learning
model of the GI type and the Jigsaw II learning model result in a better
learning achievement in Mathematics than the direct learning model ,
but the cooperative learning model of the GI type results in the same
good learning achievement as the Jigsaw II learning model.