Syifa Aulia Ramadhan, Iim Imaniyah, Euis fajriyah

PENGARUH METODE JIGSAW TERHADAP PENINGKATAN HASIL BELAJAR SISWA ELAS X.6 MAN 2 CIREBON PADA MATA PELAJARAN AKIDAH AKHLAK

Introduction

Pengaruh metode jigsaw terhadap peningkatan hasil belajar siswa elas x.6 man 2 cirebon pada mata pelajaran akidah akhlak. Penelitian ini menunjukkan metode Jigsaw efektif meningkatkan hasil belajar Akidah Akhlak siswa kelas X.6 MAN 2 Cirebon, mengatasi pembelajaran monoton & meningkatkan keaktifan.

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Akidah Akhlak kelas X.6 MAN 2 Cirebon yang disebabkan oleh pembelajaran monoton dan kurang melibatkan keaktifan siswa. Tujuan penelitian adalah untuk mengetahui pengaruh metode pembelajaran Jigsaw terhadap peningkatan hasil belajar serta seberapa besar kontribusinya dalam pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen Pretest-Posttest. Sampel berjumlah 34 siswa, dengan pengumpulan data melalui tes pilihan ganda sebanyak 10 butir soal yang valid dan reliabel, serta angket skala Guttman. Analisis data dilakukan menggunakan uji Wilcoxon,regresi linear sederhana, dan uji N-Gain. Hasil penelitian menunjukkan adanya peningkatan signifikan hasil belajar siswa, ditunjukkan oleh rata-rata skor pretest sebesar60,18 dan posttest 80,03. Uji Wilcoxon menghasilkan nilai signifikansi 0,000 < 0,05 yang berarti terdapat perbedaan signifikan sebelum dan sesudah perlakuan. Regresi linearmenunjukkan metode Jigsaw berpengaruh sebesar 50,1% terhadap hasil belajar. Uji N-Gain mengindikasikan peningkatan berada pada kategori sedang dengan efektivitascukup baik. Dengan demikian, metode Jigsaw terbukti efektif meningkatkan pemahamankonsep, sikap sosial, dan keterlibatan siswa dalam pembelajaran Akidah Akhlak.Kata kunci: Metode Jigsaw; Hasil Belajar; Akidah Akhlak.

Review

This study investigates the impact of the Jigsaw learning method on the academic achievement of tenth-grade students in Akidah Akhlak at MAN 2 Cirebon. Motivated by observations of low student engagement and monotonous traditional teaching approaches, the research aimed to determine the effectiveness and contribution of the Jigsaw method. Employing a quantitative, pretest-posttest experimental design with 34 students, the study utilized multiple-choice tests for learning outcomes and a Guttman scale questionnaire, followed by Wilcoxon, linear regression, and N-Gain analyses. The findings consistently demonstrate a significant improvement in student learning outcomes, supporting the efficacy of the Jigsaw method in this specific educational context. The research effectively addresses a pertinent pedagogical challenge by providing empirical evidence for an alternative teaching strategy. Strengths include its clear quantitative methodology and the use of multiple statistical tests (Wilcoxon for differences, regression for influence, N-Gain for effectiveness) which collectively strengthen the validity of its conclusions regarding increased learning outcomes. The reported 50.1% influence of the Jigsaw method and a medium category N-Gain indicate a substantial and meaningful impact. However, the abstract could benefit from greater clarity on how "social attitudes" and "student engagement," mentioned in the conclusion, were specifically measured and analyzed alongside the primary "learning outcomes" derived from the multiple-choice test. While the study design is robust for demonstrating change within the studied group, the lack of a control group (implied by the "Pretest-Posttest" without specifying control) limits the ability to attribute improvements solely to the Jigsaw method without accounting for other potential confounding variables over time. The findings carry significant practical implications, particularly for educators struggling with student passivity and low achievement in subjects like Akidah Akhlak. The study provides a compelling case for adopting active learning strategies like Jigsaw to enhance not only cognitive understanding but also, as implied, social skills and student involvement. Future research could expand upon this work by incorporating a control group to further strengthen causal claims, exploring the long-term retention of learning facilitated by the Jigsaw method, and investigating how the method impacts diverse learning styles or subject matters. Furthermore, a more detailed articulation of the measurement and analysis of "social attitudes" and "student engagement" in future publications would enrich the understanding of Jigsaw's multifaceted benefits.

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