Penerapan Model Pembelajaran Kooperatif Jigsaw untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa pada Pelajaran Produk Kreatif Kewirausahaan: SMK Semen Padang

Ilham Kurniawan; Nelvi Erizon; Delima Yanti Sari; Irzal Irzal

doi:10.61132/mars.v3i4.1042

Authors

Ilham Kurniawan Universitas Negeri Padang
Nelvi Erizon Universitas Negeri Padang
Delima Yanti Sari Universitas Negeri Padang
Irzal Irzal Universitas Negeri Padang

DOI:

https://doi.org/10.61132/mars.v3i4.1042

Keywords:

Cooperative Learning Model, Creative Product, Jigsaw, Learning Activities, Learning Outcomes

Abstract

This research is a Classroom Action Research (CAR) conducted in two cycles. The subjects were 24 students of class XII TM 2 of the Mechanical Engineering Expertise Program at Semen Padang Vocational School in the odd semester of the 2025/2026 academic year. Data collection was carried out through learning activity observation sheets, practical assessment sheets, and multiple-choice tests to measure students' cognitive learning outcomes. The implementation of Creative Products and Entrepreneurship learning at Semen Padang Vocational School was previously teacher-centered. Students tended to be passive listeners during the learning process, which led to low participation, minimal interaction, and a lack of understanding of the material. As a result, most students were unable to achieve the Minimum Completion Standards (SKM). Based on this, the Jigsaw Cooperative learning model is considered suitable for application in Creative Products and Entrepreneurship learning, because it is able to create a student-centered learning atmosphere and encourage active involvement and cooperation between students. The results of the study prove that the application of the Jigsaw Cooperative learning model is effective in improving student learning outcomes. This is based on the average student learning outcomes in cycle 1 of 75.2, where 17 students were declared complete. In cycle II, the average student learning outcomes were 85.2 with 21 students declared complete. The significant improvement in cycle II indicates that the Jigsaw Cooperative Learning model is not only effective in improving cognitive learning outcomes but also able to improve the quality of interactions between students in the learning process. Students become more active in discussions, disseminating information, and are responsible for understanding the material they are learning and sharing with their groups.

References

Ananda, R., & Rohman, F. (2023). Belajar dan pembelajaran. Perkumpulan Rumah Cemerlang Indonesia.

Asda, Y., Madrasah, G., Negeri, A., Banda, M., Pocut, A. J., No, B., 116, B., Aceh, K., & Banda, A. (2022). Efektivitas pembelajaran model kooperatif tipe jigsaw untuk meningkatkan hasil belajar sejarah kebudayaan Islam pada siswa MAN Model Banda Aceh. Jurnal Pendidikan Islam, 2(3). https://doi.org/10.47006/pendalas.v2i3.129

Festiawan, R. (2020). Belajar dan pendekatan pembelajaran. Universitas Jenderal Soedirman.

Istiyani. (2019). Penerapan model pembelajaran cooperative learning tipe giving question and getting answer untuk meningkatkan keaktifan belajar IPA pada peserta didik kelas IV MIN 2 Bandar Lampung [Skripsi, Universitas Islam Negeri Raden Intan Lampung].

Kahar, M. S., Anwar, Z., & Murpri, D. K. (2020). Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap peningkatan hasil belajar. Aksioma: Jurnal Program Studi Pendidikan Matematika, 9(2), 279-295. https://doi.org/10.24127/ajpm.v9i2.2704

Kasmawati, K. (2021). Penerapan metode active learning dalam meningkatkan aktivitas belajar peserta didik pada mata pelajaran pendidikan agama Islam kelas XII IPS 3 di SMAN 3 Sinjai [Disertasi Doktor, Institut Agama Islam Muhammadiyah Sinjai]. Institut Agama Islam Muhammadiyah Sinjai. https://doi.org/10.47435/al-qalam.v14i1.801

Khosmas, F. Y. (2021). Pengaruh pembelajaran produk kreatif dan kewirausahaan terhadap minat berwirausaha siswa kelas XII kompetensi keahlian teknik kendaraan ringan otomotif di SMK Negeri 1 Mandor. Sosial Khatulistiwa: Jurnal Pendidikan IPS, 1(1), 29-34. https://doi.org/10.26418/skjpi.v1i1.48864

Lestari, I. (2015). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(2), 115-125. https://doi.org/10.30998/formatif.v3i2.118

Marlena, M. (2021). Pengaruh pembelajaran daring terhadap belajar siswa pada mata pelajaran IPS di SMP Negeri 22 Kota Bengkulu.

Mirdad, J. (2020). Model-model pembelajaran (empat rumpun model pembelajaran). Jurnal Pendidikan, 2(1), 14-23.

Novera, E., Erita, Y., & Fauzan, A. (2021). [Judul artikel tidak disebutkan]. Jurnal Basicedu, 5(6), 6349-6356. https://doi.org/10.31004/basicedu.v5i6.1723

Putra, I. (2021). Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan hasil belajar dan aktivitas belajar mata pelajaran pekerjaan dasar teknik mesin siswa kelas X SMK Negeri 1 Bangkinang. VOMEK, 3(1). https://doi.org/10.24036/vomek.v3i1.173

Siregar, S. (2022). Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan aktivitas dan hasil belajar siswa pada mata pelajaran dasar teknik mesin di SMK Negeri 6 Bandung. https://doi.org/10.17509/invotec.v6i1.6136

UU No. 20 (2003). Sistem Pendidikan Nasional. https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003

Wiriaatmadja, R. (2012). Penelitian tindakan kelas (PTK): Prinsip dan prosedur. PT Raja Grafindo Persada.

Yogi Fernando, Andriani, P., & Syam, H. (2024). Pentingnya motivasi belajar dalam meningkatkan hasil belajar siswa. ALFIHRIS: Jurnal Inspirasi Pendidikan, 2(3), 61-68. https://doi.org/10.59246/alfihris.v2i3.843