The Effect of TSTS and Jigsaw Model of Motivation and Learning Outcomes for Force Materials in the Fourth-Grade Elementary School
DOI:
https://doi.org/10.53797/ujssh.v3i1.17.2024Keywords:
Effect, TSTS, Jigsaw, motivation, force materials, learning outcomesAbstract
The purposes of this study were to: 1) analyze the influence of the Two Stay Two Stray (TSTS) learning model on increasing student learning motivation, 2) analyze the impact of the TSTS model on improving student learning outcomes, 3) examine the effect of the Jigsaw model on enhancing student learning motivation, 4) determine the impact of the Jigsaw model on improving student learning outcomes, and 5) evaluate the influence of learning motivation on student learning outcomes. This research employed a quasi-experimental design with a nonequivalent control group. The study population consisted of fourth-grade elementary school students in Batealit District, Jepara Regency, during the 2021/2022 academic year, encompassing 37 elementary schools. Random sampling was used to select the participants. Data were collected through observation, interviews, and tests, and analyzed using linear regression. The results indicated a significant effect of the TSTS model combined with the Jigsaw method on student motivation and learning outcomes. Analysis using SPSS version 23 revealed a t-value (tcount) of 7.876 and a significance level of 0.000, indicating that tcount (7.876) > ttable (2.042) and the significance value (0.000) < 0.05. The conclusion is that the implementation of the TSTS model with Jigsaw is more effective in enhancing student motivation and science learning outcomes in Force material for fourth-grade students in SD Batealit District, Jepara Regency.
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