Implementasi Bimbingan Klasikal dengan Metode Jigsaw dalam Meningkatkan Tanggung Jawab Belajar Siswa UPT SMP Negeri 1 Mengkendek

Parante, Mawar P. (2025) Implementasi Bimbingan Klasikal dengan Metode Jigsaw dalam Meningkatkan Tanggung Jawab Belajar Siswa UPT SMP Negeri 1 Mengkendek. Scholar thesis, Institut Agama Kristen Negeri Toraja.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya tanggung jawab siswa salah satunya berkaitan dengan tanggung jawab belajar. Adapun tujuan dari penelitian ini adalah untuk mengimplementasikan bimbingan klasikal dengan metode jigsaw dalam meningkatkan tanggung jawab belajar siswa. Teori yang digunakan dalam penelitian ini adalah teori menurut Slavin membahas tentang metode jigsaw, teori Nurihsan mengenai bimbingan klasikal dan teori Adiwiyanto dan Rustam pada tanggung jawab belajar. Metode penelitian yang digunakan dalam penelitian ini yaitu penelitian tindakan bimbingan dan konseling dengan teknik pengumpulan data melalui observasi, angket, dan dokumentasi. Hasil penelitian mulai dari pra-siklus sebesar 55% kategori kurang, siklus I diperoleh 57% kategori kurang, dan siklus II diperoleh peningkatan tanggung jawab belajar siswa yang signifikan sebesar 80% kategori sangat baik. Hal tersebut menunjukkan bahwa melalui bimbingan klasikal dengan menggunakan metode jigsaw dapat meningkatkan tanggung jawab belajar siswa. Kata Kunci: Bimbingan, Jigsaw, Tanggung Jawab Belajar ABSTRACT This study was motivated by the low level of student responsibility, particularly in relation to learning responsibility. The objective of this study was to implement classical guidance using the jigsaw method to improve student learning responsibility. The theories used in this study were Slavin's theory on the jigsaw method, Nurihsan's theory on classical guidance, and Adiwiyanto and Rustam's theory on learning responsibility. The research method used in this study is action research in guidance and counseling, with data collection techniques including observation, questionnaires, and documentation. The research results showed that in the pre-cycle, 55% of students were categorized as “poor,” in cycle I, 57% were categorized as “poor,” and in cycle II, there was a significant increase in students' learning responsibility, with 80% categorized as “very good.” This indicates that classical guidance using the jigsaw method can enhance students' learning responsibility. Keywords: Guidance, Jigsaw, Learning Responsibility

Item Type: Thesis (Scholar)
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Depositing User: Andarias Manting
Date Deposited: 30 Jul 2025 08:25
Last Modified: 30 Jul 2025 08:25
URI: http://digilib-iakntoraja.ac.id/id/eprint/4774

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