STUDI KOMPARASI ANTARA MODELPEMBELAJARAN udKOOPERATIF JIGSAW DAN STUDENT TEAMS ACHIEVEMENT udDIVISIONS(STAD) PADA MATERI LOGIKA MATEMATIKA udTERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI udMOTIVASI BELAJAR SISWA SMA udDI KOTA KUDUS

摘要

This research objective is to acknowledge : (1) whether the students who udattend Mathematics subjects using jigsaw learning model have better achievement udin mathematics compare to those attend the Mathematics Student Teams udAchievement Divisions (STAD) model; (2) Whethertherethe difference among udthe student achievement at the vary motivation level; (3)whether the interaction udbetween cooperative Jigsaw learning model and STAD learning model with the udstudent’s motivation.udThis research is an quasi experimental researchwith a factorial design of 2 udx 3. The population of the researchis students in Grade X of Seniorhigh schools udin second semester in the academic year of 2008/2009 in Kudus district. The udsamples were taken with stratified random sampling technique in SMA 1 Mejobo, udSMA 1 Bae and SMA 2 Bae Kudus in the second semester in academic year ud2008/2009, from Februaryto April 2009 by talking two classesfrom each school udrandomly. The instruments to collect data were questionnaire of student’s udmotivation and test of learning achievement in mathematics with the topic of uddiscussion of logical in the form of multiple choices. Prior to their use, the udinstruments were tested at the student’s of SMA Muhammadiyah Kudus. The udachievement test of mathematics on logic the test includes validity, reliability, uddifficulty index, and different index. The reliability of questionnaire of student’s udmotivation tested by using a KR-20 method on the achievement test resulted 0.81. udWhereas the reliability of test of learning achievement test resulted 0.71.udHypothesis of the research was tested by using a two-way analysis of udvariant (ANOVA) with an unequal cell at the significance level of 5%. udBeforehand, pre-requisite test were establisted. The test included balance test by udtest using t average test, normality test is by Lilliefors test, and homogeneity test udby using Bartlett test. The result of the pre-requisite test were as follows; the udlearning achievementin mathematics among the students instructed with Jigsaw model and STAD model was balanced; the samples are in normal population uddistribution; and the samples taken from homogenous populations.udThe results of the analysis by using a two-way Analysis of Variantwith an udunequal cell indicate that; (1) There is no differences of student’s achievement udcooperative Jigsaw learning model with cooperative STAD learning model (Fa = ud2.66 with the value of Ftabelud= 3.84); (2) The students with high, moderate, and low udmotivations have a significantly different learning achievement in mathematics ud(Fb= 59.351 with the value of Ftabelud= 3.00). Based on the results of the multipleudcomparative test show that the learning achievement of the high student’s udmotivation is better than whose middle or lower ones. The learning achievement udof the middle student’s motivation is better than whose lower ones.(F.1-.2ud= 63.49 ; udF.1-.3ud =9.93 ; F.2-.3ud = 34.24 with the value of Ftabelud = 6.00); (3) There is no uddifference of mathematics student’slearning achievement between the students in udhigh, moderate and low motivation for each learning model “(Fab= 0.48 with the value Ftabel= 3.00)ud