Jigsaw Model Learning Method

A. Jigsaw Model
l. Definition Jigsaw
Jigsaw is a model of group learning techniques are described as follows: (a) One class is divided into small groups, many members of the group are adjusted by the number of issues / problems that offered teachers. These groups are called by the home group, (b) Any member of the group home were given a different problem, but each individual home ¬ group given a similar problem. With a certain time limit each member individually solve problems, (c) Members of the group home would be split up and form a new group that brings the same problems. This group is called the expert group (expert group). In this group discussion to equalize their perceptions of their answers, and (d) When finished they return to the home group and members will disseminate the results / answers from expert groups.
Jigsaw technique is one of cooperative learning strategies have been implemented in schools. According Suryanto (1999) Cooperative learning is one type of study group with specificity as follows: (a) The group consists of members who hiterogen, (b) there is a positive dependence among group members, because each individual has ¬ sense of responsibility, ( c) leadership is held in common, (d) observing teachers and working groups to intervene if necessary, and (e) each member of the group must be ready to present the results of group work. The specificity of the fifth, also owned by the characteristics of the jigsaw technique.
b.Tinjauan Practice
In practice, success and failure to learn can be seen from the values obtained by the students. Viewed from the components of the assessment, almost all taken from students' cognitive factors. Conversely the application of a jigsaw aims not only to train the cognitive but also affective and psychomotor. According to Ibrahim (2000) that the benefits of cooperative learning including Jigsaw techniques: (1) increase the outpouring of time on task, (2) self-esteem becomes higher, (3) improve attitudes toward math, (4) to improve attendance, (5) acceptance of individual differences become larger, (6) disrupt the behavior of smaller, (7) interpersonal conflict is reduced, and (8) to increase kindness kindness, sensitivity and tolerance.
To measure the students' learning progress, it seems that the assessment guidelines for the report card has not been able to cover all aspects overall. The only opportunity to enter the value of the learning progress of students from the observation jigsaw technique is a value assignment. If the formulas noted earlier, the role of the task value is very small, so the advances are cognitive learning is not likely to be ignored in the assessment report card.

c. Review of Experience
Implementation of the jigsaw technique at this stage is very difficult. Not all subjects can be easily prepared using this technique, because the subject can be subdivided into several equal parts mathematics when the material is mostly hierarchical. Some student behaviors that occurred during the process of learning, among others: (a) higher learning motivation, (b) increased awareness of friends, (c) Improving attendance, (d) Seek to understand their duties, and (e) Bit by bit willing to open up. After the end of the lesson is repeated, the results indicated that daily appear to have significant improvement when compared with classical learning.
3. Phase Stabilization / Drill
At this stage, the implementation of Jigsaw is more often done because the teachers are planning easier problems (a quiz). Students have the information. In addition, Siwa motivation is high enough because they will face daily tests. Implementation of the jigsaw technique at this stage the students more active, this can be seen from the increasing frequency of students who interact with one another. Disclosure of students also increased, for example, there are students who admitted that he was wrong. Increased confidence of students were also there. This was proved by the existence of students who dare to blame the other students' work. The atmosphere of cooperation actually helped each other and the results appear daily tests proved there was an increase.

B. Learning Achievement
l. Study
Learning is a process activity carried out consciously by the students to achieve their goals. Winkel (1984) says that learning is a mental and psychic activity takes place in interaction with the environment that produced the changes of knowledge, understanding, skills, attitudes and values.
Furthermore Sukirin (1984) says that learning is an activity intended to modify behavior in order to obtain new skills.
Pasaribu cited by Hilgard (1983) argues that the Learning in the Process by Which an activity oreginites trough changed or is responding to a situation provided the changed Can not be attributed to growth or the temporary sate of the organism as in fatique or under druges. This means that learning is a process of activities that generate new activity or change in activity because the reaction environment. Changes can not be called to learn if caused by a change in consciousness while the person or because of fatigue or because of drugs, so people are not aware of the condition itself. The change is meant is the change in knowledge, skills and behavior. Changes were obtained by training and experience rather than change itself.
According Hamalik (2001) learning is a process, an activity and not an outcome or goal. Learning is not only remembering, but more extensive than that, that is experienced. Learning outcomes rather than a mastery of the exercises, but changing the behavior. Furthermore Hamalik (2002) says that learning is a change in behavior that is relatively stable thanks to the training and experience.
The basic problem faced in the current study is that the learning process can not be observed directly and the difficulty to determine the occurrence of changes in learning behavior. To be able to observe the occurrence of these behavioral changes can only be known when it has entered into the assessment. That is why control and control of the learning process can be done if the process of learning is planned in a careful design of learning systems.
Of the few opinions can be concluded that learning is a process of change in behavior that is conscious, whether it changes the knowledge, abilities and skills, and proficiency level in these changes done on an ongoing basis.
2. Learning Achievement
In The Encyclopedia (1971), achievement is the word that stands alone, meaning that production is achieved by force or force a person working in a certain period of time.
Another opinion presented by Woodworth (1951) pointed out that achievement (achivement) is the actual ABILITY Can be Measured and directly by use of a test. This means that the actual achievement showed an ability that can be measured directly by using the test.
Of the few opinions can be concluded that the achievement is the result of someone who can be seen clearly by others and the work can be measured directly by tests.
Related to academic achievement, learning will be easier and can be felt when learning is to know the results. If learning means that the changes that occur in individuals, then the change ¬ change should be observed and assessed. Results from observations and assessments is generally manifested in the form of academic achievement.
According to Gagne, quoted by Badawi (1987) says that learning outcomes can be measured using tests as learning outcomes in the form of intellectual skills, cognitive strategies, verbal information, skills, values and attitudes.
Research Enhance Learning Achievement in Mathematics Subject Fold Symmetry, Reflecting, and Pengubinan sixth grade students in public elementary school second semester with the Jigsaw Model Approach in Teaching and Learning Activities, which was intended academic achievement is the result of learning achieved in the form of numbers or values on the subjects Math Class VI. The higher the value produced, the better the academic achievement obtained.
To obtain the results of student learning is largely determined by the learning strategies used by teachers as implementers and planners of teaching and learning activities. Below are described the discussion of learning strategies.

C. Learning Strategies
Learning strategy is learning by doing system design procedure to design an efficient system. The basic strategy in the plan include: (1) analyze the demands of the system, (2) designing the system, and (3) evaluate the impact of the system. The strategy is an effort, how or step-by-step approach to achieve optimal goals. Learning strategy is carried out ways to make the learning goal is achieved in accordance with the planned approach.
1. Problem-Based Teaching
Problem-based teaching (Problem-Based Learning) is an approach to teaching that uses real-world problems as a context for students to learn about critical thinking and problem solving skills, and acquire the essential knowledge and concepts of learning materials (Nurhadi & Senduk, 2003 ).
Problem-based teaching is used to stimulate higher-order thinking in problem-oriented situations, including learning how to learn. According to Ibrahim and Nur (2000) pointed out that the problem-based teaching is known by another name: learning projects, learning by experience, authentic learning, and learning rooted in real life. Teacher's role in this problem-based teaching is to present a problem, ask questions, and facilitate the investigation and dialogue.
There are several features of problem-based teaching, including: (a) the submission of questions or problems, (b) focuses on the connections between disciplines, (c) authentic inquiry, and (d) produce the product / work and show it off. Problem based learning is designed to assist teachers in providing as much information to students. Problem-based teaching was developed primarily to help students develop thinking skills, problem solving, and intellectual skills.
Based on these opinions, it can be concluded that school-based teaching is a teaching approach that uses real-world problems as a context for students to learn about critical thinking and problem solving skills, and acquire the essential knowledge and concepts of learning materials and stimulate higher-order thinking problem-oriented situations.
2. Cooperative Teaching
Teaching cooperative (cooperative learning) takes the approach through the use of small groups of students to work together to maximize the learning conditions in achieving the learning objectives (Holubec, 2001), quoted by Nurhadi & Senduk, 2003). Cooperative learning is learning to consciously and deliberately develop a penance foster interaction to avoid ketersinggungan and misunderstandings that can lead to hostility. Cooperative learning is learning to consciously and deliberately create a mutually loving interaction between fellow students.
Cooperative learning is learning to consciously and systematically develop a successive interaction grindstones, penance love, and penance foster among students as an exercise to live in real communities. According Suryanto (1999), cooperative learning is one type of study group with specificity as follows: (a) The group consists of members of a heterogeneous (ability, gender, etc.), (b) there is a positive dependence among group members responsible for the success of the task group and will be given individual tasks, (c) the leadership is held in common, but there is segregation of duties in addition to leadership, (d) observing teachers and working groups to intervene if necessary, and (e) each member of the group must be ready to present results of group work.
Cooperative learning is a system that is contained therein elements which are interrelated. Among them: (a) positive interdependence, (b) face to face interaction, (c) individual accountability, and (d) skills for interpersonal relationships or social skills are deliberately taught.
Although cooperation is a human need in everyday life, to actualize this concept into the form of plan or program of learning a lesson is not an easy task. It takes the role of teachers and students is optimal for the realization of a truly learning-based cooperation.
3. Inquiry-Based Teaching
In the study by the discovery (inquiry), students are encouraged to learn largely through their own active involvement with the concept ¬-concept and the principles themselves (Nurhadi & Senduk, 2003).
Learning by discovery (inquiry) is an important component of the constructivist approach has a long history of innovation or educational reform. Learning with the invention has several advantages. Stimulate inquiry learning with students' desire to know, to motivate them to continue their work until they find the answers. Students also learn to solve problems independently and have the critical skills because they must always have to analyze and handle information.
Based on these opinions, it can be concluded that the inquiry-based teaching is one component of the implementation approach of the CTL (Contextual Teaching And Learning), which means finding and is a core part of the CTL-based learning activities (Contextual Teaching And Learning). Knowledge and skills acquired, students are expected not to remember the results of a set of facts, but the result of finding themselves.
4. Task-Based Teaching / Projects
Teaching based on project / structured tasks require a comprehensive approach to teaching learning environment where students in the design so that students can conduct investigations on issues including the deepening of authentic material in a topic subjects, and perform other meaningful tasks. This approach allows students to work independently in the construct (forming) the learning, the real product.
There are four principles that help students on their way into an effective independent learners Among them: (a) make the task meaningful, clear, and challenging, (b) menganekaragamkan tasks, (3) paying attention to the level of difficulty, and (4) monitor the progress students.
5. Work-Based Teaching
Work-based teaching requires an approach to teaching that allows students to use context of the workplace to study school-based educational materials and how materials are reused within the workplace. Teaching students in the classroom is a form of apprenticeship. Work-based teaching model advocated transferring effective teaching and learning to everyday activities in the classroom, either by involving students in tasks and assist students in overcoming task.
6. Services-Based Teaching
Teaching-based services require the use of the teaching methodology that combines community service with a school-based structure to reflect these services, so it emphasizes the relationship between service experiences and academic learning. This learning strategy rests on the notion that all activities of life animated by the ability to serve.

D. Mathematics Subjects
Mathematics subjects more focused on learning processes that highlight the ability to think logically. For the liveliness of the learning process that may be needed in students' efforts in achieving learning outcomes. According to Johnson (1991) pointed out that mathematics instruction should involve students actively in terms of understanding the concepts and discover mathematical principles.
Their opinions are reinforced by Bitter (1989) says that learning will be successful if done by the working groups, cooperative learning strategies. Their opinions are reinforced by Baroody (1989) says that learning with cooperative learning strategies can encourage students to think critically.