IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION BASED ON HYBRID LEARNING AND JIGSAW TOWARD HIGH ORDER THINKING SKILL VOCATIONAL HIGH SCHOOL

Sandi Kurniawan; Eddy Sutadji; Imam Sudjono

doi:10.33578/pjr.v4i2.7971

Authors

Sandi Kurniawan State University of Malang, Indonesia Author
Eddy Sutadji State University of Malang, Indonesia Author
Imam Sudjono State University of Malang, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v4i2.7971

Keywords:

hybrid learning, STAD, jigsaw, student learning activities, high order thinking skills

Abstract

The background of the research is the low assessment of high order thinking skills of students due to the conventional methods used by the school. The aims of this study are: (1) how student learning activities when using hybrid learning Student Teams Achievement Division (STAD) and jigsaw, (2) how student learning activities when taught using the direct learning model, and (3) the effect of hybrid learning Student Teams Achievement Division (STAD) and jigsaw towards high order thinking skills. This study used a quasi experimental nonequivalent control group design with the sample of 50 students from a population of vocational high school students in Ponorogo. Data collection techniques used instruments in the form of high order tests and non-test instruments in the form of observation sheets. Data analysis used was independent sample t-test. The results showed: (1) the use of Student Teams Achievement Division (STAD) based on hybrid learning and jigsaw made 28% of students were very active, 28% of students active, and 44% of students quite active in the learning process, this was evidenced by an average value of 70.56, (2) the use of direct learning models in learning made 24% of students quite active, 36% of students less active, and 40% of students passive in the learning process, which can be seen from the acquisition of an average value of 51.52, and (3) there was a significant effect of Student Learning Achievement Division (STAD) based on hybrid learning and jigsaw on students' high order thinking skills.

References

Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan. Bumi Aksara.

Arsyadani, H. (2018). Higher order thinking skill siswa sekolah menengah kejuruan kompetensi keahlian teknik pemesinan di Surakarta (Skripsi tidak diterbitkan). Universitas Negeri Yogyakarta. https://eprints.uny.ac.id/60542/

Berlyana, M. D. P., & Purwaningsih, Y. (2019). Experimentation of STAD and Jigsaw learning models on learning achievements in terms of learning motivation. International Journal of Educational Research Review, 4(2), 517–524.

Fanani, M. Z. (2018). Strategi pengembangan soal higher order thinking skill (HOTS) dalam Kurikulum 2013. Journal of Islamic Religious Education, 2(1), 57–76.

Ginanjar. (2013). Pengembangan rasa ingin tahu dalam pembelajaran IPS melalui strategi pembelajaran inkuiri sosial di kelas VII-E SMP Pasundan 6 Bandung (Tesis tidak diterbitkan). Universitas Pendidikan Indonesia.

Gracia, A., Abrego, J., & Robert, R. (2017). Using the Jigsaw method for meaningful learning to enhance learning and retention in an educational leadership graduate school course. Global Journal of Human-Social Science: G Linguistics & Education, 17(5), 4–16.

Istiqomah. (2018). Pembelajaran dan penilaian higher order thinking skills: Teori dan inspirasi pembelajaran untuk menyongsong era Revolusi Industri 4.0. CV Pustaka Media Guru.

Khasanah, U. (2018). Penerapan model pembelajaran kooperatif tipe Jigsaw untuk meningkatkan aktivitas belajar pada mata pelajaran akuntansi dasar siswa kelas X AKL 2 SMK Negeri 7 Yogyakarta tahun ajaran 2017/2018 (Skripsi tidak diterbitkan). Universitas Negeri Yogyakarta.

Muttaqin, N. H., Yamtinah, S., & Utomo, S. B. (2018). Penerapan model pembelajaran langsung (direct instruction) disertai diskusi dan media HyperChem untuk meningkatkan aktivitas dan prestasi belajar pada materi ikatan kimia kelas X-1 SMA Islam 1 Surakarta tahun pelajaran 2016/2017. Jurnal Pendidikan Kimia, 7(1), 62–68.

Ningsih, T. M. (2018). Pengaruh model pembelajaran kooperatif tipe think pair share dalam sistem pembelajaran hybrid terhadap kemampuan berpikir tingkat tinggi (higher order thinking skills) (Skripsi tidak diterbitkan). Universitas Negeri Malang.

Nugroho, R. A. (2018). Higher order thinking skills. Gramedia Widiasarana Indonesia.

Pamuja, I. A. (2017). Pengaruh model pembelajaran inkuiri terbimbing dan motivasi berprestasi terhadap kemampuan berpikir tingkat tinggi (Tesis tidak diterbitkan). Universitas Negeri Malang.

Purwanto. (2012). Prinsip-prinsip dan teknik evaluasi pengajaran. Remaja Rosdakarya.

Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82–94. https://doi.org/10.1016/j.compedu.2011.11.010

Saliba, G., Rankine, L., & Cortez, H. (2013). Fundamentals of hybrid learning. University of Western Sydney.

Sani, R. A. (2019). Pembelajaran berbasis HOTS (higher order thinking skills). Tira Smart.

Thomas, A., & Thorne, G. (2009). How to increase higher order thinking. Center for Development and Learning. https://www.cdl.org/how-to-increase-high-order-thinking/

Warsono, H. (2014). Pembelajaran aktif: Teori dan asesmen. Remaja Rosdakarya.

Yaniawati, R. P. (2013). E-learning to improve higher order thinking skills (HOTS) of students. Journal of Education and Learning, 7(2), 109–120.