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CHAPTER II

LITERATURE REVIEW

A. Theoretical Foundation

1. Mathematics Learning

a. Understanding Mathematics Learning

Mathematics is one of the fields that occupies an important role

In the world of education, this can be seen from the time of school hours

more than other subjects. Mathematics as a universal science,

develop a critical, creative, and dynamic attitude that underlies

development of modern technology as well as advancing human thinking,

plays an important role as a tool to solve problems. According to

Karso et al (in Ikhanuddin, 2010:13) say that mathematics

are: 1) the study or study of patterns and relationships, 2) the structure that

organized, 3) art, classified by order and clarity in

therein, 4) a language, which uses certain terms and symbols

carefully and, 5) deductive science.

Learning mathematics is a teaching and learning process that

contains two types of activities that are inseparable. The activity

is learning and teaching. These two aspects will collaborate effectively

integrated into an activity when there is interaction between students and students

teachers, between students and students, and between students and the environment when

Mathematics learning is in progress. Ahmad Susanto (2013: 186)

argues that learning mathematics is a learning process

teaching that is built by teachers to develop creative thinking

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students who can improve students' thinking skills, and can

improve the ability to construct new knowledge as an effort

improve good mastery of mathematical material.

Mathematics learning must provide opportunities for students to

try and seek experience about mathematics. Within limits

understanding of learning carried out in schools, learning mathematics

intended as a process that is intentionally designed with the aim of

create an environment (school classroom) that allows

activities of students learning school mathematics. From this understanding it is clear

Presumably that the main element in learning mathematics is the teacher

As a process designer, a process that is intentionally designed is hereinafter referred to as

the learning process, students as implementers of learning activities, and

school mathematics as an object that is studied in this case as wrong

one area of study.

b. Learning Objectives of Mathematics in Elementary School

The purpose of learning mathematics is the formation of abilities

reasoning in students which is reflected through the ability to think critically,

logical, systematic and objective, honest and disciplined in

solve a problem both in the field of mathematics, other fields

as well as in everyday life (Muhammad Ikhanuddin, 2010:8).

Based on Permindikbud No. 22 of 2006 is for students to have

the following abilities (Ahmad Susanto)

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1) Understanding mathematical concepts, explaining the relationship between concepts

and apply concepts or algorithms, flexibly, accurately, efficiently,

and precise, in problem solving.

2) Using reasoning on patterns and traits, manipulating

mathematics in making generalizations, constructing proofs, or

explain mathematical ideas and statements.

3) Solve problems which include the ability to understand problems,

designing mathematical models, completing models and interpreting

the solution obtained.

4) Communicating ideas with symbols, tables, diagrams, or, media

others to clarify the situation or problem.

5) Have an attitude of appreciating the usefulness of mathematics in life, namely:

have curiosity, concern, and interest in clarifying

mathematics, as well as tenacious and confident attitude in problem solving.

The objectives of learning mathematics mentioned above are to provide

picture that learning is not only in the cognitive aspect, but also

includes affective and psychomotor aspects.

c. Scope of Learning Mathematics in Elementary School

Based on the Ministry of National Education No. 20 of 2003 Eye Competency Standards

Mathematics lessons in SD/MI education units cover the following aspects:

as follows:

1) Number
• Perform and use the properties of arithmetic operations in solving numbers
problem. •

Estimating the results of arithmetic operations.

2) Measurement and Geometry
• Identifying flat shapes and building spaces according to their properties, elements, or similarity.
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• Perform arithmetic operations involving perimeter, area, volume, and units

measurement.
• Estimating the size (eg length, area, volume) of objects or geometric figures. • Applying
geometric concepts in determining positions, distances, angles, and transformations, in
problem solving.
3) Opportunities and
Statistics • Collecting, presenting, and interpreting data •
Determining and interpreting the probability of an event and uncertainty.
4) Trigonometry
• Using comparisons, functions, equations and trigonometric identities in
solution to problem.
5) Algebra
• Perform arithmetic operations and algebraic manipulation on equations, inequalities, and
functions, which include: linear, quadratic, and polynomial forms, exponents and
logarithms, sequences and series, matrices, and vectors, in problem solving.
6) Calculus
• Using the concept of the rate of change of function (differential and integral) in
solution to problem.

In this study, elementary mathematics learning that will be studied is in

scope of measurement and geometry.

d. Competency Standards and Basic Mathematics Competencies in Elementary School

Competency standards (SK) and basic competencies (KD) mathematics class III

Elementary school even semester. As for the SK and KD mathematics for the third semester of elementary school

even numbers are as in table 2.1 below:

Table 2.1: SK and KD Mathematics Learning Class III

NO Competency standards Basic competencies

1 Simple Fraction 1.1 Recognizing simple fractions

Understand simple fractions and their 1.2 Comparing simple fractions
use in problem solving 1.3 Solve problems related to simple fractions

2 Elements and Properties of Build
Flat
Understand the elements and properties
of simple flat shapes
2.1 Identify various types and sizes of angles
2.2 Identify various simple flat shapes
according to their properties or
the elements.

3 Circumference and Area 3.1 Calculating the perimeter of squares and

rectangles
Calculate the perimeter, area of 3.2 Calculating the area of squares and
squares and rectangles,
in problem
and their
solving
use rectangles
3.3 Solve problems involving perimeter,
area of squares, and rectangles.

(Source: RPP.com Bank with researcher modification)

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2. Learning Activities

Activities in the teaching and learning process are a series of activities

which includes the activeness of students in following the lesson, asking questions that

unclear, taking notes, listening, thinking, reading, and all activities

carried out to support learning success. Be a learning activity

are student activities that support learning success.

Student activities during learning reflect the motivation or

student's desire to learn. Without activity, the learning process does not exist

might happen. The activities in question are all student activities in

learning process, ranging from physical activities to psychological activities. Physical activity

it means that students are involved in learning activities or students

follow during the learning process and psychological activities

it means that students participate in thinking about what they are learning (Ika

Rahmaeta 2012, 12-13)

According to Paul B. Diedrich (in Nasution, 2012:91) learning activities

students based on their investigation concluded that there were 117 kinds of

student activities which include physical activity and psychological activity, including:

a. Visual activities, such as reading, paying attention to: pictures, demonstrations,

experiments, other people's work and so on.
b. Oral activities, such as stating, formulating, asking, giving suggestions, issuing
opinions, conducting interviews, discussions, interruptions, and so on. c. Listening
activities, such as listening to descriptions, conversations, discussions, music, speeches,
etc.
d. Writing activities, such as writing stories, essays, reports, questionnaire tests, copying,
etc.
e. Drawing activities, such as drawing, making graphs, maps, diagrams, patterns and
etc.
f. Motor activities, such as conducting experiments, making constructions, models,
repairing, playing, gardening, raising animals, and so on. g. Mental activities,
such as responding, remembering, solving problems, analyzing,
see relationships, make decisions, and so on.
h. Emotional Activities, interested, bored, excited, brave, happy, nervous,
etc.
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From the description of these activities, it can be concluded that

learning activities are a series of student activities that appear during

the learning process takes place which indicates that he is

study.

Student learning activities that arise during learning

is one indicator of success in implementing the model

jigsaw cooperative learning in mathematics learning. Activity

student learning observed by the teacher is more focused on a series of

student activities in carrying out the implementation stage of the learning model

jigsaw cooperative type , which includes student involvement in learning

group (in the expert group or the home group), students' courage

in presenting the results of their work in groups, students' abilities

in asking and answering, expressing opinions/responses, and

show happy expressions in learning.

The indicators for each type of activity are more detailed

will be studied in this study as mentioned in the table below:

Table 2.2. Learning Activities and Measurement Indicators

No Activity Type Indicator

1 Oral activities a. Ability to ask or answer teacher

questions
b. Discuss with groups in learning

2 Movement Activities Manipulating objects or conducting

(motor activities) experiments

3 Emotional activities a. Dare to put forward

opinions or responses, and dare to
present their work.

b. Shows a happy or happy expression

towards learning
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3. Learning Outcomes

a. Understanding Learning Outcomes

Learning outcomes are abilities obtained by students after participating in

Learning Activities. While learning outcomes according to Sudjana (2010:22)

are "the abilities that students have after receiving

learning experience". This opinion is in line with the opinion of Rifa'i and

Anni (in Ika Rahmaeta, 2012:31), who said that "learning outcomes"

is a change in behavior obtained by students after experiencing

learning activities”

From the three opinions about the learning outcomes, it can be concluded that:

that learning outcomes are basically the results achieved from learning efforts

carried out by an individual in the form of a change

behavior in a positive direction. Aspects of these changes can be in the form of three

domains, namely the cognitive, affective, and psychomotor domains of Bloom (in Thobroni,

2016:21). The acquisition of these aspects of behavior change depends on:

what students learn as learners.

Gagne (in Dimyati and Mudjiono 2009: 10-12), states that

learning outcomes as capabilities, in the form of (1) verbal information that

is the capability to express knowledge in the form of

language, both spoken and written; (2) intellectual skills that

is a skill that functions to relate to the environment

live and present concepts and symbols; (3) cognitive strategies that

is the ability to channel and direct cognitive activity

itself, which includes the use of concepts and rules in solving

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problem; (4) motor skills which are the ability to do

a series of physical movements in affairs and coordination, so that it is realized

automatism of physical movement; and (5) attitude which is an ability

accept or reject the object based on the assessment of the object.

"Learning outcomes are not absolute in the form of values, but can be in the form of

change or increase in attitudes, habits, knowledge, tenacity,

fortitude, reasoning, discipline, skills and so on that lead to

on positive change” Septa (in Ika Rahmaeta, 2012: 32). Learning outcomes

expected to appear in students after receiving learning

by applying the jigsaw type cooperative learning model to

learning mathematics, namely in the cognitive aspect of an increase

students' understanding of the mathematics learning material shown

with increasing student learning outcomes and in aspects, affective and

psychomotor activity is indicated by the increase in student learning activities during

follow the learning process.

b. Factors Affecting Learning Outcomes

According to Gestalt theory, learning is a developmental process.

This means that by nature the child's body and soul are developing.

Based on this theory, student learning outcomes are influenced by two things, the student

themselves and their environment. First, students; in the sense of the ability to think

or intellectual behavior, motivation, interest, and readiness of students, both

physical and spiritual. Second, the environment; namely facilities and infrastructure,

teacher competence, teacher creativity, learning resources, methods and

environmental, family, and environmental support.

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A similar opinion was expressed by Wasliman (in Ahmad

Susanto 2013:12), the learning outcomes achieved by students are:

the result of the interaction between various influencing factors, both internal factors

and externally, as follows:

1. Internal factors; internal factors are factors that originate from

in students, which affects their learning ability. Factor

internal aspects include: intelligence, interest and attention, learning motivation,

perseverance, attitude, study habits, as well as physical and health conditions.

2. External factors; factors that come from outside the students themselves

affect learning outcomes, namely family, school, and community.

Furthermore, Wasliman (2007:159) stated that schools

is one of the factors that determine student learning outcomes.

The higher the student's learning ability and the quality of teaching in schools,

the higher the learning outcomes.

c. Measurement of Learning Outcomes

Measurement of learning outcomes is the collection of relevant information, which

accountable for decision making.

Measurement or assessment of student learning outcomes is a single unit or

part of learning. In another sense, the measurement of results

learning is an activity or process to compare or

determine the quantity of something by something else. "say something can"

means students, teachers, schools, study desks, blackboards, etc. The implication if

we measure student learning outcomes (by means of interviews, observations,

giving assignments, tests, or exams using tests or non-tests.

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Generally, the measurement of learning outcomes carried out is in the form of

The exam is in the form of a test, namely questions that students must answer, and their answers

already available. Thus, the measurement of learning outcomes can be

define it as an activity or compare an object (result)

learning) with the size scale set by the meter. (e.g. scale

0-10 or 0-100) to describe the quantity of learning outcomes (change

behavior).

d. Implementation of Learning Outcome Measurement

Implementation of the measurement of learning outcomes depends on learning outcomes or

what abilities will be measured. If the measured cognitive learning outcomes,

then the measurement will be done by testing or testing students.

if what is measured is the learning outcomes in the field of attitude, then the measurement is carried out

using a non-test technique. While in the field of psychomotor

measured by action tests and non-tests. Thus, in terms of the tool

measure, then the measurement of learning outcomes can be selected as a test technique and

non test.

4. Jigsaw Type Cooperative Learning Model

a. Definition of Learning Model

The learning model is a method or technique of presenting material that is

used by educators in the learning process to achieve goals

expected learning. According to Slavin (2010) stated that

learning model as a reference to an approach

learning including objectives, syntax, environment and systems

its management. While Amri & Ahmadi (in Ika Rahmaeta 2012:40),
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simplifies that “the learning model is basically a

the form of learning that is illustrated from the beginning to the end is presented

specifically by the teacher. In other words, the learning model is a

wrap or frame of applications or approaches, methods, and techniques

learning.

Based on the above opinion about the learning model, it can be

concluded that the notion of a learning model is a

framework/pattern of learning description that will be implemented

it contains the steps or procedures for implementing

used by teachers as a guide in designing and implementing

Learning Activities.

b. Cooperative Learning Model (Cooperative Learning)

The term cooperative learning in the Indonesian sense is known

with the name of cooperative learning. “Cooperative learning comes from

cooperative word which means doing something together

by helping each other as a group or as one

team". (Isjoni, 2010:15). “This cooperative learning model is one of the

a form of learning based on constructivism. Learning

This arises from the concept that students will more easily find and

understand difficult concepts, if they discuss with each other

friends” Trianto (in Ika Rahmaeta 2012: 41). This is in line with

Muhammad Fathurrohman (2015:44), which says that "

the learning model is a learning model that prioritizes

cooperation among students to achieve learning objectives

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From the statement above, it can be concluded that cooperative learning

This is done by students by forming small groups to work together

as a team in solving problems, tasks or doing

something to learn to achieve a common goal.

Johnson and Johnson (in Trianto 2009: 57), stated that

"The main objective of cooperative learning is to maximize student learning to

improvement of academic achievement and understanding both individually and

as a group". Meanwhile, Stahl added the learning advantage

cooperative, that is in addition to enabling students to achieve success in

learning, can also train students to have skills, good

both thinking skills and social skills, such as skills

to express opinions, receive suggestions and input from others,

cooperation, a sense of loyalty to friends, and reduce the incidence of behavior

deviate in class life (Isjoni 2010: 23).

Asma (in Ika Rahmaeta 2012: 41), states that the model

Cooperative learning is characterized by the following characteristics:

1) Students work in groups cooperatively to complete the material

learn it,
2) Groups are formed from students who have high, medium, and high abilities
low,
3) Whenever possible, group members come from race, culture, ethnicity, and gender
different genders, and
4) Rewards are more group oriented than individual.

From the statement above, it can be concluded that cooperative learning

This is done by students by forming small groups to work together

as a team to solve a problem, task, or work

something to learn to achieve a common goal.

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According to Kokom Komalasari (2010:62) learning models

cooperative learning (cooperative learning) includes:

a. Numbered Head Together

A learning model in which each student is given a number and then a group is
made and the teacher randomly calls the number of students. b. Cooperative Script
(Cooperative Script)
A learning model in which students work in pairs, and take turns verbally
summarizing the parts of the material being studied. c. Student Teams Achievement
divisions (STAD)
A learning model that groups students heterogeneously, then students who are
good at explaining to other members until they understand. d. Think Pair and Share

Cooperative learning model designed to influence student interaction patterns.

e. Snowball Throwing
A learning model that explores students' leadership potential in groups and question-
making skills combined through an imaginative game of forming and throwing
snowballs. f. Teams Games Tournament (TGT)

Cooperative learning model that is easy to apply, involves the activities of all
students without any difference in status, involves the role of students as peer
tutors and contains elements of games and reinforcement.
g. Cooperative Integrated Reading and Composition (CIRC)

Learning model to train students' abilities in an integrated manner between reading

and finding the main idea of a particular discourse / clipping and providing written
responses to the discourse / clipping h. Two Stay Two Stray

This learning model provides an opportunity for groups to share results and
information with other groups. i. Jigsaw (Expert Team Model)

This learning model takes the pattern of how the "Expert" group works, namely
students carry out a learning activity by working together with other students to
achieve common goals.

c. Jigsaw Type Cooperative Learning Model

The jigsaw type of cooperative learning model was first developed

and piloted by Elliot Aronson in 1971 in Austin, Texas

(Aronson). Arends as quoted in Amri and Ahmadi (2010: 94)

said that "the jigsaw type cooperative learning model is a

a type of cooperative learning consisting of several members in

a group that is responsible for mastering the learning material section

and be able to teach the material to other members in the

the group".
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In the implementation of this jigsaw type cooperative learning , there are two types:

groups, namely the origin group and the expert group. The original group is

the initial group where there is a division of each material that

different for each member. Furthermore, the expert group is

a group formed from a group of members of the original group who

have the same material.

The above understanding can be concluded that the use of this type of jigsaw

can improve learning outcomes, improve student learning activities,

improve student memory, train a high sense of responsibility,

develop problems in discussions that produce goals

together. In addition, students will practice to express ideas

and opinions intelligently and creatively, as well as being able to find and

use his analytical and imaginative abilities to

face various problems that arise in everyday life.

d. Jigsaw Type Learning Steps

In summary, the jigsaw -type learning steps can be

described as follows Kokom Komalasari (2010:65).

1. Students are grouped into several groups, with each

groups consist of 4-6 students with different abilities.

2. Each person in the team is given a different part of the material.

3. Each person in the team is given a share of the assigned material.

4. Members of different teams who have studied sections/subchapters

the same group meet in a new group (expert group) to

discuss their chapter.

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5. After finishing the discussion as a team of experts, each member returns to the group

origin and explain their team's theme about their sub-chapter

master and every other member listens.

6. Each expert team presented the results of their discussion.

7. The teacher gives an evaluation

8. Closing and conclusions from teachers and students.

The procedure for using the jigsaw type in mathematics learning is 9

stage (1) warning up / warm-up, (2) explanation of the subject matter, (3)

formation of groups (origin), (4) division of topics/tasks, (5) formation of

expert group, (6) explanation of how to work on group sheet (LKK), (7)

implementation of group discussions, (8) conditioning the group atmosphere, (9)

each expert group returned to its original group, (10)

discussion of the results of the discussion and evaluation, and (11) giving awards.

e. Strengths and Weaknesses of the Type . Cooperative Learning Model

Jigsaw

According to Dwi Agus Triani (2016:225-226), every learning model

used in the teaching and learning process must have advantages

and shortcomings. The advantages of the type cooperative learning model are:

jigsaw is as follows:

1. Can develop cooperative behavior and more relationships

between students, and can develop students' academic abilities.

Students learn more from their friends in cooperative learning from

on the teacher. Interactions that occur in a cooperative form can stimulate

the formation of new ideas and enrich the intellectual development of students.
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2. Improve student learning outcomes

3. Increase children's sense of responsibility

4. Train students' readiness to complete assignments from the teacher.

While the weaknesses that can be obtained from the jigsaw model in

the learning process includes:

1. There are obstacles in conditioning students, namely the presence of students

who are not active in the discussion so that it is possible

lead to ineffectiveness during learning.

2. There are differences in perception in understanding a concept that

will be discussed with other students.

3. The use of this method is usually difficult to control, usually

requires sufficient time and careful preparation before

This learning model can work well.

f. Learning Syntax with Jigsaw Type Learning Model

The syntax of this jigsaw type learning model is taken from the following steps:

learning model according to Kokom Komalasari (2010:65).

Table: 2.3 Learning Syntax

Stages in Learning Teacher Activities

Stage 1 The teacher conveys the learning objectives

Warning up (warm up) and introduces the jigsaw model to students
that will be used during the learning process

Stage 2 The teacher explains the material to be studied

Explanation of subject matter

Stage 3 The teacher forms a heterogeneous group

Origin group formation consisting of 4-5 students, and asks students
to sit according to their group.
This group is called the original group
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Stage 4 The teacher distributes the tasks to be

Topic/task division discussed. Each group member gets an
assignment on one topic.

Stage 5 The teacher asks students to have group

Formation of expert groups members who receive the task of one topic
form a new group. This group is called the
expert group.
Stage 6 The teacher gives an explanation of the
Explanation of how to work on group worksheets procedure for answering the Group Worksheet

.
Stage 7 The teacher asks students to discuss the task
Implementation of group discussions of one topic in expert groups and guides
students if they are still having difficulties in
group discussion activities

Stage 8 Conditioning the atmosphere of group

Conditioning the atmosphere of group discussion discussions to run in an orderly manner

Stage 9 After the discussion, the teacher asks the

Each group of experts returned to their original students to return to their original group to
group explain the topics discussed in the original
expert group.

Stage 10 The teacher guides students to conclude the

Discussion of the results of the discussion and evaluation results of group work and gives evaluation
questions or final tests

Stage 11 Give awards to the group that gets the highest

Giving awards number of awards in the form of rewards and
bonus points.

(Source: Kokom Komalasari 2010:65 with researcher modification)

The relationship between the home group and the expert group is described as

following:

Home Group

Expert Group
Figure 2.1 Illustration of Jigsaw Learning
Trianto (in M. Fathurrohman, 2015:64)
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B. Relevant Research Studies

Learning research using learning models

jigsaw cooperative type has been done by many researchers:

1. Research conducted by Ika Rahmaeta in 2012 with

the title "Application of the Jigsaw Type Cooperative Learning Model for Students "

Improving Activities and Learning Outcomes of Class V Students on Materials

Struggle to Defend Independence at SD Negeri 04 Bulu

Pemalang".

In this research, there are two cycles, namely cycle 1 and cycle II.

In cycle 1, student attendance is 94.44%, student learning activities

reached 67.05% or with the criteria of high average learning outcomes

70.88 students, classical student learning completeness 64.71%. Whereas

the percentage of complete classical learning is at least 75%. While in the cycle

II, student attendance is 95.37%, student learning activities reach

82.65% or with very high criteria, the average student learning outcomes

77.06, and classical student learning completeness 88.24%. This matter

showed an increase, both in activity and results

study.

Based on the results of the study, it can be concluded that the application of

jigsaw type cooperative learning model can improve

Class V students' activities and learning outcomes on Struggle Materials

Defending Independence at SD Negeri 04 Bulu Pemalang.

2. Another study taken from the journal was conducted by Lailatul

Mufidah in 2013 with the title "The Application of Models"

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TPS Type Cooperative Learning To Increase Activities

Student Learning on the Subject Matter of the Matrix”.

In this journal there are two cycles, namely cycle 1 and cycle II. On

Cycle 1 obtained student learning outcomes data, observational data

student activities during KBM with cooperative learning model

TPS type obtained an average of 71.34 students. There are 25 students who have completed

students and 16 students who have not completed. In cycle II there are

enhancement. The average test obtained is 78.87. Completeness

classical learning by 70.73% or as many as 29 students complete learning

by getting a value > 65, while in the second cycle the activity

students there is also an increase compared to the first cycle, the percentage

the largest 50% because students have paid attention to the explanation

teacher, do the exercises from the teacher well. While on

cycle III there is an increase again. The average test results obtained

given is 82.02. Mastery of classical learning

by 85.36% or as many as 35 students scored > 65.

As for student activity, it is even more increased compared to

with cycles I and II. Marked by the acquisition of a percentage of results

observation is high, namely the average 50%.

3. Other research taken from journals conducted by

Rusmartini in 2015 with the title Application of Model

Jigsaw Type Cooperative Learning With Picture Media For

Improving Activities and Learning Outcomes in Learning

Mathematics for Class IV Students Sdn 2 Nambahrejo. In this journal

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There are 2 cycles, namely cycle I and cycle II. In cycle I obtained

student learning activities with an average of 62, 58%, while the result

student learning with an average grade of 71.31% and completeness

classically 70.83%. While in the second cycle of learning activities

students with an average value of 81.50% and the value of learning outcomes with a

class average is 91.76% and classical completeness is 91.67%. This matter

an increase in terms of activity and student learning outcomes.

Based on the results of the study, it can be concluded that the application of

jigsaw type cooperative learning model can improve

activities and learning outcomes in class students' mathematics learning

IV SDN Nambahrejo.

The similarity of the title of the researcher to the research that

Previously, for research number 1 and 3 is to use

jigsaw type cooperative learning model , with activities and results

student learning, the material for research number 3 also has similarities.

While research number 2 is the similarity with

using student learning activities.

The difference between the title of the researcher and the research

before is, for research number 1 subject matter

using IPS, while researchers use material

Mathematics. For research number 3 using image media,

while the researchers did not use the media. While research

number 2 the learning model is different from the title of the researcher.
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C. Framework

Initial Condition Ideal conditions

1. Students understand the
material around the
perimeter, area of a square
& rectangle
2. The conventional teaching
and learning process
3. Student activity in class is still
lacking
4. Student learning outcomes
have not fully met the
targeted KKM 65
1. Students' understanding of the
material 2. Innovative learning
in the classroom
Hope
3. Student activity in class has
increased
4. Student learning outcomes in
class have met the targeted
KKM

Action
Using the jigsaw type cooperative
learning model according to the steps

Final condition

Through the Jigsaw Type Cooperative Learning Model ,

Improving Student Activities and Learning Outcomes At
Math Learning

Figure 2.2 Mindset Chart