THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL WITH SCRAPBOOK ON STUDENTS MOTIVATION AND LEARNING OUTCOMES

http://infor.seaninstitute.org/index.php JURNAL SCIENTIA, Volume 12 No 03, 2023 ISSN 2302-0059 THE EFFECT OF JIGSAW COOPERATIVE LEARNING MODEL WITH SCRAPBOOK ON STUDENTS MOTIVATION AND LEARNING OUTCOMES Miftahul Ulum, Ruri Nurul Aeni Wulandari Universitas Negeri Surabaya Email : Article Info Received: 12/05/2023 Revised: 30/06/2023 Accepted: 05/07/2023 This study aims to describe the effect of the jigsaw-assisted cooperative learning model of the scrapbook-assisted type on the motivation and learning outcomes of students at SMK Krian 2 Sidoarjo. This research method is a Quasi Experimental Design with the form of a Nonequivalent Control Group Design experiment. The research sample was taken by purposive sampling technique. The research was conducted in class XI MPLB 1 as the experimental class and class XI MPLB 3 as the control class. Data analysis techniques in this study used prerequisite tests in the form of normality and homogeneity tests and hypothesis testing using the t-test (t-test). The results of this study indicate that the application of the jigsaw-assisted cooperative learning model with the help of scrapbooks has an effect on learning motivation as indicated by an increase in students' motivation scores before and after treatment. In addition, the results of the study also showed that the jigsawassisted cooperative learning model with the help of scrapbooks had an effect on student learning outcomes which were known to increase the learning outcomes of the experimental class which were higher than the control class. Keywords: Learning Model, Jigsaw, Scrapbook, Motivation, Learning Outcomes 1. Introduction Education is defined as an effort that can be made by individuals to develop their own abilities. UU no. 20 of 2003 concerning the National Education System, defines education as an effort to create conditions in learning activities with the aim that the potential of students can develop according to what has been planned. Education is a process that everyone strives for, because education has a goal, namely to form individuals who are of value for themselves and for others (Ningsih & Wulandari, 2022). Human resources in schools or students who are qualified themselves can be seen through their learning outcomes. According to Popenici & Millar, (2015) learning outcomes are reports about things that students receive after carrying out learning activities. According to Molstad & Karseth, (2016) the notion of learning outcomes is the knowledge and skills that students acquire in learning activities. Based on this opinion, it can be concluded that the output learning outcomes obtained by students after carrying out learning activities. Krian 2 Vocational School is a school that already uses the independent learning curriculum for grades X and XI and the revised K13 curriculum for class XII. Indicators of learning outcomes applied in schools consist of three, namely cognitive, affective, and psychomotor. It is known that the cognitive learning outcomes of students at Krian 2 Vocational School, especially the MPLB major, are classified as low. The results of observations show that the average grade XI students' assignments, especially in the element of human resource management (HR) is 57.6. This is in line with what was stated by one of the teachers majoring in MPLB during an unstructured interview, that is, most of the students got low marks due to their lack of enthusiasm in following the lessons in class. This phenomenon is also evidenced by the low learning outcomes of 84% of students obtaining a score of no more than 75 or below the minimum completeness criteria (KKM) specified at Krian 2 Vocational Jurnal Scientia is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BYNC 4.0) 3107 http://infor.seaninstitute.org/index.php JURNAL SCIENTIA, Volume 12 No 03, 2023 ISSN 2302-0059 School. It is known that the existing problems are that students lack the ability to communicate, and also the ability to cooperate is low. Wulandari (2015), said that learning outcomes can be influenced by one aspect, namely motivation, also supported by the opinion of Gunawan et al., (2018) who said motivation can be used as an encouragement for individuals to learn so that the goals set can be achieved. Uno, (2014) in his research formulated 6 indicators that influence learning motivation, namely the existence of things such as a sense of wanting to succeed, encouragement and needs in learning, desires and aspirations for the future, appreciation, interesting activities in the learning process, and circumstances conducive learning. When the researchers made observations, it was found that some of these indicators were not in accordance with the conditions in Krian 2 Vocational School. According to Uno, (2014) one indicator of motivation was the existence of interesting activities in learning, but these conditions were different from those in Krian 2 Vocational School. This is evidenced by the fact that when learning students are less interested in the learning process, they tend to do activities outside of learning activities such as chatting with friends, playing cellphones, and are not enthusiastic. From the results of unstructured interviews it is known that these problems are caused by some students being less interested in learning activities. They think that the teaching and learning process is less varied, so this causes a lack of encouragement to follow the lesson with a focus. It can be concluded that the learning motivation of these students can be increased through the determination of various learning models, which can improve the ability to communicate and work together among students. In connection with the problems above, things that can affect other learning outcomes are the application of learning models. Supported by the opinion of Mirdad, (2020) which defines the learning model as an evaluation tool that leads to learning objectives. Selection of a good learning model, able to attract students' motivation to learn. The observation results show that the learning that is applied is less than optimal because students lack the skills to communicate in two directions or the ability to work together. Students tend to be individualistic so that it can cause the learning atmosphere to become boring and the material provided is difficult to understand. The attitude of these students does not support the implementation of the independent learning curriculum, namely the existence of communication and cooperation of students. In line with the theory of independent learning according to Inayati, (2022) that the independent curriculum emphasizes project-based learning, so there is a need for activities that involve student communication and collaboration. Teachers need to develop models that can influence student activities, in line with the opinion of Fauhah & Rosy, (2020) which revealed if the learning method or model chos (...truncated)