Main Article Content
Abstract
The purpose of this study was to increase the interest, motivation, and learning outcomes of students in learning sports sociology by applying blended learning with the jigsaw method. The research method used was an action classroom with two cycles. The research subjects were students of the fifth semester with a total of 39 students. The results showed that in the pre-cycle students' interest in learning was in the low category, learning motivation was in the sufficient category. The results of cycle 1 showed that interest in learning student increases in the high category with a percentage of 70%, learning motivation was in the high category with a percentage of 75%, learning outcomes were in the high category with a percentage of 70%. The results of cycle 2 showed that student interest in learning increases in the high category with a percentage of 80%, learning motivation was in the high category with a percentage of 85%, learning outcomes were in the category high with a percentage of 85%. So it can be concluded that the application of blended learning with the jigsaw method can increase the interest, motivation, and learning outcomes in learning sports sociology.
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References
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References
Budiawan, M. (2013). Pengaruh model pembelajaran kooperatif tipe jigsaw dan motivasi belajar terhadap prestasi belajar ilmu fisiologi olahraga. Jurnal Pendidikan Indonesia, 2(1).
Delialio?lu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Educational Technology and Society, 15(3), 310–322.
Endah Fajariana, D. (2018). Strategi Jigsaw Dalam Meningkatkan Minat Belajar Mahasiswa Pada Semester Ganjil Program Studi Manajemen STIE Kridatama Bandung tahun 2017-2018. OIKOS Jurnal Kajian Pendidikan Ekonomi Dan Ilmu Ekonomi, II, 101–109. https://doi.org/10.23969/oikos.v2i2.1031
Hamzah. (2012). Teori Motivasi dan Pengukurannya. Jakarta: Bumi Aksara.
Keshta, A. S. (2013). The Effectiveness of a Blended Learning Program on Developing Palestinian Tenth Graders’ English Writing Skills. Education Journal, 2(6), 208. https://doi.org/10.11648/j.edu.20130206.12
Lynch, P., Holden, M. T., Foley, A., Harrington, D., & Hussey, J. (2013). Engaging entrepreneurs with a blended problem-based learning degree program. In Cutting-Edge Technologies in Higher Education (Vol. 6, Issue PARTG). Emerald Group Publishing Limited. https://doi.org/10.1108/S2044-9968(2013)000006G010
Nopiyanto, Y. E., & Raibowo, S. (2020). Penerapan model pembelajaran jigsaw untuk meningkatkan motivasi dan hasil belajar mahasiswa penjas pada mata kuliah filsafat penjas dan olahraga. Journal Of Sport Education (JOPE), 2(2), 61–69.
Palennari, M. (2012). Potensi Integrasi Problem Based Learning Dengan Pembelajaran Kooperatif Jigsaw Dalam Meningkatkan. Jurnal Bionature, 13(1), 1–9.
Raibowo, S., Nopiyanto, Y. E., & Muna, M. K. (2020). Pemahaman guru PJOK tentang standar kompetensi profesional. Journal Of Sport Education (JOPE), 2(1), 10-15.
Rosdiati. (2020). Penerapan Strategi Pembelajaran Kooperatif Model Jigsaw Dalam Meningkatkan Prestasi Belajar. SOCIUS, 9(2), 123–133.
Sulisworo, D. (2015). The Effect of Cooperative Learning, Motivation and Information Technology Literacy to Achievement. International Journal of Learning & Development, 4(2), 58–64. https://doi.org/10.5296/ijld.v4i2.4908
Sutopo, A. H. (2012). Teknologi Informasi & Komunikasi Dalam Pendidikan. Yogyakarta: Graha Ilmu.