An Analysis of Spatial Ability and Self-efficacy of Students in Cooperative Learning by Using Jigsaw at Smas Muhammadiyah 8 Kisaran

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

¹Graduate Program School in Mathematics Education, State University of Medan, Indonesia

Cite this paper:
Dewi Purnama Sari, Edi Syahputra and Edy Surya. An Analysis of Spatial Ability and Self-efficacy of Students in Cooperative Learning by Using Jigsaw at Smas Muhammadiyah 8 Kisaran. American Journal of Educational Research. 2018; 6(8):1238-1244. doi: 10.12691/education-6-8-25

Abstract

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.

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

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Zarkasyi, W. Lestai, K. E &Yudhanegara, M. R. 2015. Penelitian Pendidikan Matematika. Karawang :PtRefika Aditama.
[2]	Syahputra, E. 2013. Peningkatan Kemampuan Spasial Siswa Melalui Penerapan Pembelajaran Matematika Realistik. Cakrawala Pendidikan. Th. XXXII, No. 3:353-364.
[3]	Yenilmez, K & Kakmaci, O. 2015. Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students. International Journal of Instruction. Vol. 8, No. 1, 189-204.
[4]	Peng, A &Sollervall, H. 2014.Primary School Students’ Spatial Orientation Strategies in an Outdoor Learning Activity Supported by Mobile Technologies.International Journal of Education in Mathematics Science and Technology. Vol. 2, No. 4, 246-256.
[5]	National Academy of Science. 2006. Learning to Think Spatially, Washington DC: TheNational Academics Press.
[6]	Siswanto, R. D. 2014. Pengembangan Bahan Ajar dengan Pendekatan Saintifik pada Materi BangunRuangSisiDatar Kelas VII SMP. Tidak diterbitkan: Bandung: UPI.
[7]	Ahmad &Jaelani, A. 2015. Kemampuan Spasial: Apa dan Bagaimana Cara Meningkatkannya. Jurnal Pendidikan Nusantara Indonesia. Vol. 1, No. 1, 1-12.
[8]	Simanungkalit, R. H. 2015. Pengembangan Perangkat Pembelajaran untuk Meningkatkan Kemampuan Representasi Matematis dan Self-Efficacy siswa SMP Negeri 12 Pematang Siantar. Tesis tidak diterbitkan. Medan: PPs Unimed.
[9]	Bandura, A. 1997. Self Efficacy: (The Exercise of Control). New York: W. H. Freeman and Company.
[10]	Sinaga, Y. F. 2014. Peningkatan Kemampuan Berpikir Kritis Dan Self-Efficacy Matematis Siswa Smp Dengan Pendekatan Pembelajaran Savi Berbantuan Wingeom. Tesis tidak diterbitkan. Medan : Program pascasarjanaunimed.
[11]	Skaalvik, E. M. Federici, R. A &Klassen, R. M. 2015. Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research. Vol. 72, 129-136.
[12]	Azwar. Surya, E &Saragih, S. 2017. Development of Learning Devices Based on Contextual Teaching and Learning Model Based on The Context of Aceh Cultural to Improve Mathematical Representation and Self-Efficacy Ability of SMAN 1 Peureulak Students. Journal of Education and Practice. Vol. 8, No. 27, 186-195.
[13]	Sukoco, H. & Mahmudi, A. 2016. Pengaruh Pendekatan Brain-Based Learning terhadap kemampuan komunikasi matematis dan self efficacy siswa SMA.phytagoras: Jurnal Pendidikan Matematika.Vol.11, No, 1. 11-24.
[14]	Susilawati, W. Suryadi, D &Dahlan, J. A. 2017.Mathematical Spatial Visualization Ability of Student through Cognitive Conflict. IEJME-Mathematics Education. Vol. 12, No. 2, 155-166.
[15]	Isjoni. 2011. Cooperative Learning Efektivitas Pembelajaran Kelompok. Bandung: Alfabeta.
[16]	Syahputra, E &Suhartini, I. 2014.Increasing of Students’ Achievement in Polynomial by Using Jigsaw Method.Journal of Education and Practice .Vol. 5, No.5, 175-182.
[17]	Juliana, M & Surya, E. 2017. An Analysis Of Jigsaw Cooperative Effectiveness To Improve The Self-Confidence And Learning Result Of Vocational High School Students. IJSBAR. Vol. 3, No. 2, 2395-4396.
[18]	Syaripah. 2017. Penerapan Pembelajaran KooperatifTipe Jigsaw Dalam UpayaMeningkatkanPengelolaan Pembelajaran Dan Aktivitas Siswa Kelas V MIS Guppi NO.13 Tasik Malaya Curup Utara. Ar- Riayah : Jurnal Pendidikan Dasar. Vol. 1, No. 1, 67-87.
[19]	Zulfahmi, Syahputra, E &Fauzi, K. M. A. 2017.Development of Mathematics Learning Tools Based Van Hiele Model to Improving Spatial Ability and Self-Concept Student’s of MTs. S Ulumuddin. American Journal of Educational Research (online). Vol. 5, No.10, 1080-1086.
[20]	Dazrullisa.2015. Penerapan Model Pembelajaran KooperatifTipe Jigsaw Dalam Meningkatkan Kreatifitas Dan Motivasi Pada Materi Persamaan Linear Satu Variabel Di Kelas Vii Smp Negeri 19 Percontohan Banda Aceh.Jurnal Pendidikan Matematika. Vol. 2, No. 1, 1-9.
[21]	Naibaho, D. G. T. 2014. Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Fisika Pada Konsep ZatDikelas VII SMP N 3 Hinai Tahun Ajaran 2010/2011. Jurnal Pendidikan Fisika. Vol.3, No.1, 59-64.