CLASS ACTION RESEARCH PROPOSAL

RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAW

FOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT
0N BIOLOGY IN CLASS XI HIGH SCHOOL
Produced by
Dr!" A#$%r& M"Pd 'SMAN ( )o*% B+,%-
Dr%" Dr%" Sr+ Pr+*%$%rd.%#+& M"Pd 'SMAN / Bo0or-
Dr%" 1%# Ro!$+*%& M"Pd 'SMAN ( Pe2%#b%ru 3 R+%u-
TRAINING RESEARCH AND DEVELOPMENT
4ITEP3SEAMEO
BANDUNG& NOVEMBER (5
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RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAW
FOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT
0N BIOLOGY IN CLASS XI HIGH SCHOOL
A. Prob:e, ;or,u:%*+o#
< Doe! *.e +,=:e,e#*%*+o# !*r%*e0y o; Reciprocal Teaching +# Jigsaw ,ode: c%#
+,=ro>e ,o*+>%*+o# %#d re!u:*! o; b+o:o0y !*ude#*! :e%r#? <
B. Re!e%rc. 4ue!*+o#!
1. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
enhance motivation to learn?
2. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
improve learner learning outcomes?
3. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
improve learners' activity?
C. Sco=e %#d L+,+*%*+o#! o; Re!e%rc.
In this study to avoid differences in perceptions need to !e given the scope and
limitations of the study as follo"s.
a. #trategy used in the learning process is the strategy of Reciprocal Teaching in
Jigsaw model.
!. Concept or material studied !iology is $uman %eproductive #ystem.
c. &his research "as conducted at the high school semester Class 'I I(A 2
d. )earner competence a measured is a!ility cognitive active learning cooperative
s*ills and attitudes related material.
D. D%*% *.%* ,u!* be *%2e#
Data ta*en in this study are as follo"s+
1. Data on students learning motivation
2. Data on students learning outcomes
3. Data on co,operative s*ills
-. Data on learner activity
.. Data on the implementation of reciprocal teaching learning lessons in Jigsaw
model of learning in the form of synta/
0. Ho$ *o c%=*ure d%*%
$o" to collect data as in the ta!le !elo"+
T%b:e ("( V%r+%b:e!& Sub V%r+%b:e!& I#d+c%*or! %#d Ty=e! o; Re!e%rc. D%*%
V%r+%b:e Sub V%r+%b:e! I#d+c%*or!
D%*%
Ty=e
( 7 @ /
Jigsaw Reciprocal
Teaching #trategies
in Jigsaw model
0/plore
0/planatory
0/pansion
0valuation
&eachers communicate learning o!1ectives to students
&eachers motivate students
&eachers e/plore learners' prior *no"ledge
&eacher as*s students to read 2 summari3e the material
and formulate 4uestions 5in the original group I6
&eacher as*s students to predict and clarify the ans"ers
and discuss the material pla1aran 5in the e/pert groups6
&eacher as*s students to e/plain material to other
mem!ers and summari3es the results of the discussion 2
assignment 5in the original group II6
&eachers assess learners' competence
7ominal
)iveliness Arrange
4uestions
(redicting
Clarify
#ummari3es
8aterial matching and time liness in preparing the
4uestions

8aterial matching accuracy in predicting response time

8aterial matching and time liness in clarifying the

ans"er
8aterial matching and time liness in summari3ing
Interval
Cooperative s*ills
%esponsi!ility
Dependence
Interaction
Individual responsi!ility
(ercentage colla!oration s*ills
(ositive interdependence
&o,face interaction
%elationship s*ills
Interval
)earning outcomes
1.*ognitif Cognitive
a!ilities
9no"ledge 5C16
:nderstanding
5C26
Implementation
5C36
Analysis 5C-6
&he a!ility to remem!er things that have !een
studied
&he a!ility to catch the meaning and significance
of the things that have !een studied

&he a!ility to apply the methods and rules for

dealing "ith real pro!lems

&he a!ility to specify a single entity in the parts

Interval
#ynthesis 5C.6
0valuation 5C;6
so that the overall structure can !e understood
&he a!ility to form a ne" pattern

&he a!ility to form opinions a!out a fe" things

!ased on the guidelines or specific criteria
<. O=er%*+o#%: De;+#+*+o#
In this study to not cause a different interpretation is given the definition of the
operational as follo"s.
1. Reciprocal Teaching #trategies in Jigsaw model is one of
the learning procedure to train *ontru*tivis cognitive strategy actively critically
and creatively "hether conducted individually or cooperatively. #tudents "or*
colla!oratively in small groups consisting of - to . heterogeneous learners. In a
study in a group home students read 2 summari3e the parts and fragments of
material that has not !een set understanding 4uestion. <urthermore mem!ers of
the same origin group topic 5e/pert groups6 meet to predict and clarify ans"ers
and discuss the material parts. &hen the students return to the original group to
teach each other material to mem!ers and summari3ed the results of the
discussion. At the end of the lesson students "ere given individual test 5#lavin
1==.> 7ur 2???> (alincsar 2??26.
2. %eciprocal &eaching strategies learning is a procedure
designed to mutual cognitive strategies among students in understanding the te/t
properly through the principles of activity as* 4uestions predict and clarify
ans"ers and summari3e the material.
3. Reciprocal Teaching, Activity> activity learners in the
learning process is seen from the timeliness in completing activities of principle -
Reciprocal Teaching strategies, namely develop 4uestions predict and clarify
ans"ers and summari3e 5(alincsar 2??26. Activity data o!tained through the
o!servation of any learning process.
-. Cooperative s*ills> s*ills learners in learning groups related
to+ 516 attitude positive interdependence 526,face interaction 536 individual
responsi!ility and 5-6 relationship s*ills and 5.6 colla!orative teaching 5 #lavin
1==.> @aco!s et al., 1==;6. Cooperative s*ills data o!tained through the
o!servation of each learning process.
.. $uman %eproductive #ystem Concept in 9&#( "ith !asic
competencies descri!e the relationship !et"een structure function and the
process that includes the formation of se/ cells ovulation menstruation
fertili3ation pregnancy and !reastfeeding as "ell as disorders 2 diseases that can
occur in the human reproductive system.