Keefektifan pembelajaran Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe Jigsaw ditinjau dari kemampuan penalaran dan sikap belajar matematika, (2) keefektifan model pembelajaran kooperatif tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika, (3) model pembelajaran yang lebih efektif antara tipe Jigsaw dibandingkan dengan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan TAI pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan TAI secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa. Hasil penelitian menunjukkan bahwa: (1) pembelajaran kooperatif tipe Jigsaw efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (2) pembelajaran kooperatif tipe TAI efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (3) tidak terdapat perbedaan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika. Kata kunci: Jigsaw, TAI, kemampuan penalaran matematika, sikap belajar matematika   THE EFFECTIVENESS OF JIGSAW AND TAI LEARNING IN TERMS OF  STUDENTS’ REASONING COMPETENCE AND MATHEMATICS LEARNING ATTITUDE Abstract This research aims to describe: (1) the effectiveness of cooperative learning model of Jigsaw type seen from the students’ reasoning competence and mathematics learning attitude, (2) the effectiveness of cooperative learning model of TAI type seen from the students’ reasoning competence and mathematics learning attitude, (3) the more effective learning model between the Jigsaw type or TAI type, in terms of students’ reasoning competence and mathematics learning attitude. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) the one sample t-test carried out to investigate the effectiveness of the Jigsaw-type and the TAI-type in each variable; (2) the multivariate analysis carried out to investigate the difference in the effectiveness of the Jigsaw-type and the TAI-type on two dependent variables simultaneously; (3) the post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw-type and the TAI-type in terms of students’ reasoning competence and mathematics learning attitude. The results of the research show that: (1) the cooperative learning model of Jigsaw is effective seen from the reasoning competence and mathematics learning attitudes; (2) the cooperative learning model of TAI is effective seen from the reasoning competence and mathematics learning attitudes; (3) there is no difference in the effectiveness, between the Jigsaw type and TAI type cooperative learning models in terms of reasoning competence and mathematics learning attitudes. Keywords: Jigsaw, TAI, mathematical reasoning competence, mathematic learning attitude