Dewi Purnama Sari¹, Edi Syahputra¹, Edy Surya^1,

The study aims at analyzing students spatial ability and self-efficacy by using Cooperative learning Jigsaw type, including (1) students’ thinking process on spatial ability (2) students self efficacy after learning process using jigsaw type of cooperative learning (3) students’ active participation level in learning process. Subjects of the study are 38 students of X-IPA2 of SMAS Muhammadiyah 8 and its objects are students’ spatial ability, self-efficacy and active participation. The current study is a qualitative-descriptive study. The instrumentations used are spatial ability test, self efficacy questionnaires, students’ activities observation sheet and interview guideline. The data is analyzed by using Miles-Huberman Model. Based on the data collected, students’ thinking processes on spatial ability after learning by using Jigsaw type of Cooperative learning are classified into high, medium, and low. (1) Students with high spatial ability have orderly, neat and abstractly thinking skill in completing spatial ability test. Students with medium/intermediate spatial ability level have orderly thinking process and semi abstract ability in solving spatial ability test. Students with low spatial ability level in understanding the problems have uncompleted thinking process, do not have ability to concentrate, semi abstract thinking, cannot find alternative in solving the problems and have un orderly and poor thinking process. (2) Self-efficacy of students of SMAS Kisaran 8 after learning by using Jigsaw type of cooperative learning is good. (3) Whole percentage of students’ active participation in teaching learning process is at tolerance interval of the ideal time set.

spatial ability, sefl-efficacy, students’ active participation, jigsaw type of cooperative learning