Keefektifan Metode Jigsaw dalam Meningkatkan Prestasi Belajar IPS Kelas VIII SMP Muhammadiyah Karanganyar

The aims of this research to find out: 1) the difference of effectiveness between jigsaw and lecture method in improving Social Sciences learning achievement; 2) the difference of effectiveness between jigsaw and lecture method in improving Social Sciences learning achievement for the students with high activeness; 3) the difference of effectiveness between jigsaw and lecture method in improving Social Sciences learning achievement for the students with low activeness; and 4) the interaction between learning method and social science learning activeness of students on the improvement of Social Science learning achievement in the students of SMP Muhammadiyah 2 Karanganyar.This study was a True-experimental design. The method employed was experiment. The population of research was the VIII graders of SMP Muhammadiyah 2 Karanganyar in the school year of 2013/2014, in the even semester. The population of research was the VIII graders, consisting of 135 students. The sample of research was taken using Random Sampling technique. The sample consisted of 54 students divided into experiment (30 students) and control (24 students) groups.The conclusions of research were as follows. 1) There was a significantly different effect of jigsaw and lecture learning method uses on the student learning achievement in social sciences subject with F statistic value = 10,756 > 4.03. The result of multiple comparative test showed a significantly different mean of learning achievement in social sciences subject; it was due to different learning metode use. 2) There was no significantly different effect of lecture/conventional and jigsaw learning methods on the students with high activeness with F statistic value = 19.877 > 4.03. The result of multiple comparative test showed no significantly different mean of learning achievement in social sciences subject; it was because the students had equal activeness in which they had equally high activeness. 3) There was a significantly different effect of jigsaw and lecture learning methods on the students with low activeness. The result of multiple comparative test showed a significantly different mean of learning achievement in social sciences subject; the mean value of social sciences learning achievement in jigsaw method was 79.33, while that in lecture method was 69.47; it indicated that different methods had an effect on social sciences learning achievement. 4) There was a significant interaction effect of learning metode use and student learning activeness on the social science learning achievement with F statistic value = 4.531 > 4.03. Thus, it could be found that jigsaw method was more effectively used in learning activity to improve learning achievement and activeness of social science subject in the students of SMP Muhammadiyah 2 Karanganyar