CLASS ACTION RESEARCH PROPOSAL

RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAWFOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT

0N BIOLOGY IN CLASS XI HIGH SCHOOL

Produced by:

Drs. Anwar, M.Pd  (SMAN 1 Kota Bima) Dra. Dra. Sri Pritawardhani, M.Pd (SMAN 4 Bogor)

Dra. Wan Roswita, M.Pd (SMAN 1 Pekanbaru - Riau)

TRAINING RESEARCH AND DEVELOPMENT QITEP-SEAMEO

BANDUNG, NOVEMBER 15th – 26th 2009

RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAWFOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT

0N BIOLOGY IN CLASS XI HIGH SCHOOL

A. Problem formulation

“ Does the implementation strategy of Reciprocal Teaching in Jigsaw model can improve motivation and results of biology students learn? “

B. Research Questions 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. Scope and Limitations of Research

In this study, to avoid differences in perceptions need to be given the scope and limitations of the study as follows.

a. Strategy used in the learning process is the strategy of Reciprocal Teaching in Jigsaw model.

b. Concept or material studied biology is Human Reproductive System. c. This research was conducted at the high school semester Class XI IPA 2 d. Learner competence a measured is ability, cognitive, active learning, cooperative

skills and attitudes related material.

D. Data that must be taken

Data taken in this study are as follows:

1. Data on students learning motivation 2. Data on students learning outcomes 3. Data on co-operative skills 4. Data on learner activity5. Data on the implementation of reciprocal teaching learning lessons in Jigsaw

model of learning in the form of syntax

E. How to capture data

How to collect data as in the table below:

Table 1.1 Variables, Sub Variables, Indicators and Types of Research Data

Variable Sub Variables Indicators Data Type

1 2 3 4Jigsaw Reciprocal Teaching Strategies in Jigsaw model

Explore

Explanatory

Expansion

Evaluation

Teachers communicate learning objectives to students Teachers motivate students Teachers explore learners' prior knowledge

Teacher asks students to read / summarize the material and formulate questions (in the original group I)

Teacher asks students to predict and clarify the answers and discuss the material plajaran (in the expert groups)

Teacher asks students to explain material to other members and summarizes the results of the discussion / assignment (in the original group II)

Teachers assess learners' competence

Nominal

Liveliness Arrange questions

Predicting

Clarify

Summarizes

Material matching and time liness in preparing the questions

Material matching accuracy in predicting response time Material matching and time liness in clarifying the

answer

Material matching and time liness in summarizing

Interval

Cooperative skills Responsibility

Dependence

Interaction

Individual responsibility Percentage collaboration skills Positive interdependence To-face interaction

Relationship skills

Interval

Learning outcomes

1.kognitif Cognitive abilities

Knowledge (C1)

Understanding (C2)

Implementation (C3)

The ability to remember things that have been studied

The ability to catch the meaning and significance of the things that have been studied

The ability to apply the methods and rules for

dealing with real problems The ability to specify a single entity in the parts,

Interval

Analysis (C4)

Synthesis (C5)

Evaluation (C6)

so that the overall structure can be understood The ability to form a new pattern

The ability to form opinions about a few things based on the guidelines or specific criteria

F. Operational Definition

In this study, to not cause a different interpretation is given the definition of the operational as follows.

1. Reciprocal Teaching Strategies in Jigsaw model is one of the learning procedure to train kontruktivis cognitive strategy actively, critically and creatively, whether conducted individually or cooperatively. Students work collaboratively in small groups consisting of 4 to 5 heterogeneous learners. In a study in a group home, students read / summarize the parts and fragments of material that has not been set understanding question. Furthermore, members of the same origin group topic (expert groups) meet to predict and clarify answers and discuss the material parts. Then the students return to the original group to teach each other material to members and summarized the results of the discussion. At the end of the lesson, students were given individual test (Slavin, 1995; Nur, 2000; Palincsar, 2002).

2. Reciprocal Teaching strategies, learning is a procedure designed to mutual cognitive strategies among students in understanding the text properly, through the principles of activity, ask questions, predict and clarify answers and summarize the material.

3. Reciprocal Teaching, Activity; activity learners in the learning process is seen from the timeliness in completing activities of principle 4 Reciprocal Teaching strategies, namely develop questions, predict and clarify answers and summarize (Palincsar, 2002). Activity data, obtained through the observation of any learning process.

4. Cooperative skills; skills learners in learning groups related to: (1) attitude positive interdependence, (2)-face interaction, (3) individual responsibility, and (4) relationship skills, and (5) collaborative teaching ( Slavin, 1995; Jacobs et al., 1996). Cooperative skills data, obtained through the observation of each learning process.

5. Human Reproductive System Concept in KTSP with basic competencies describe the relationship between structure, function, and the process that includes the formation of sex cells, ovulation, menstruation, fertilization, pregnancy and breastfeeding, as well as disorders / diseases that can occur in the human reproductive system.