Research Article
The Effect of Problem Based Learning Combined with Jigsaw Settings towards the Independent Learning of Integrated Social Science
@INPROCEEDINGS{10.4108/eai.27-10-2020.2304159, author={Risma Dwi Arisona and Fenty Indriani and Nastiti Mufidah and Dwi Putri Ayuningtyas}, title={The Effect of Problem Based Learning Combined with Jigsaw Settings towards the Independent Learning of Integrated Social Science }, proceedings={Proceedings of the 2nd International Conference on Islamic Studies, ICIS 2020, 27-28 October 2020, Ponorogo, Indonesia}, publisher={EAI}, proceedings_a={ICIS}, year={2021}, month={2}, keywords={problem based learning; jigsaw; independent learning of integrated social sciences}, doi={10.4108/eai.27-10-2020.2304159} }- Risma Dwi Arisona
Fenty Indriani
Nastiti Mufidah
Dwi Putri Ayuningtyas
Year: 2021
The Effect of Problem Based Learning Combined with Jigsaw Settings towards the Independent Learning of Integrated Social Science
ICIS
EAI
DOI: 10.4108/eai.27-10-2020.2304159
Abstract
This research is aimed to know the effect of problem based learning modelcombined with jigsaw settings towards theindependentlearning of integrated social science in junior high school. This research applied quasi-experimental design with a non-control group research design. The population of this research was 182 students of SMP N 1 Bandar Pacitan in 2019/2020 Academic Year . There were 56 students used as the samples which were divided into Class VII E as an experimental class and class VII A as a control class. The data was collected by using observation, documentation and independence questionnaire using a Likert scale. The data was analyzed by using t-test with the SPSS program for windows 2018. Based on the results of the t-test analysis, the value (sig) = 0,000. This means that 0,000 <0.05, then H0 is rejected and H1 is accepted. Then, it can be concluded that there is a significant effect of problem-based learning with jigsaw setting on the independent learning of Integrated Social Studies of junior high school students. In addition, it can also be seen from the average percentage of students' independence that the experimental class is 72% higher than the control class which is only 60%.
