EKSPERIMENTASI MODEL JIGSAW SNOWBALL DRILLING DAN PEER TUTORING SNOWBALL DRILLING PADA MATERI POKOK TABUNG, KERUCUT, DAN BOLA DITINJAU DARI GAYA BELAJAR SISWA
Abstract: The aims of this
research were to determine: (1) which results better mathematics learning
achievement between students who were taught by using jigsaw snowball drilling,
peer tutoring snowball drilling, or direct instruction, (2) which has better
mathematics learning achievement between students with visual learning styles,
auditory, or kinesthetic, (3). at each of the learning model, which one has
better mathematics learning achievement between student with visual learning
style, auditory, or kinesthetic, (4). at each learning style, which one results
better mathematics learning achievement between students who were taught by
using jigsaw snowball drilling, peer tutoring snowball drilling or direct
instruction. This study was a quasi experimental research with 3x3 factorial
designs. The population in this study was all students of IX graders of SMPN in
Blora in the academic year of 2013/2014. Stratified cluster random sampling was
used to select three schools namely SMPN 2 Cepu, SMPN 1 Kedungtuban, and SMPN 1
Cepu. The hypotheses testing used unbalanced two ways ANOVA. Based on the
research conducted, it can be concluded as follows. (1) Students who were
taught by using jigsaw snowball drilling have better learning achievement than
those who were taught by using peer tutoring snowball drilling and direct
learning. While the learning achievement of students who were taught by using
peer tutoring snowball drilling was better than those who were taught by using
direct instruction. (2) Mathematics achievement of auditory students was better
than visual and kinesthetic students have. Visual students result mathematics
achievement which was better than kinesthetic students. (3) In the jigsaw snowball
drilling model, there was no difference in learning achievement in each
criterion of student’s learning styles (visual, auditory, and kinesthetic). In
the peer tutoring snowball drilling models, students mathematics achievement
which have auditory learning style better than students with visual and
kinesthetic learning style; there was no difference in learning achievement
between student who have visual and kinesthetic learning styles. In the direct
instruction, there was no difference in learning achievement between student
who have visual and auditory learning styles; there was no difference in
learning achievement between student who have visual and kinesthetic learning
styles; and students mathematics achievement which have auditory learning style
better than students with kinesthetic learning style. (4) For the students who
have visual learning style, jigsaw snowball drilling results better learning
achievement than peer tutoring snowball drilling and direct instruction; there
was no difference learning achievement in peer tutoring snowball drilling and
direct instruction. For the students who have auditory learning style, there
was no difference learning achievement in jigsaw snowball drilling and peer
tutoring snowball drilling; jigsaw snowball drilling and peer tutoring snowball
drilling result better learning achievement than direct instruction. For the
students who have kinesthetic learning style, there was no difference learning
achievement in peer tutoring snowball drilling and direct instruction. Jigsaw
snowball drilling and peer tutoring snowball drilling result better learning
achievement than direct instruction.
Keywords: Jigsaw Snowball
Drilling, Peer Tutoring Snowball Drilling, Direct Instruction, Student Learning
Styles, and Mathematics Learning Achievement
Penulis: Nelly Indriastuti P,
Tri Atmojo Kusmayadi, Budi Usodo
Kode Jurnal: jpmatematikadd140476
