PENGARUH PENDEKATAN DEEP LEARNING DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SKI DI MTsN 3 KOTA BEKASI

KHANSA LABIIBAH HASNA, . (2026) PENGARUH PENDEKATAN DEEP LEARNING DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SKI DI MTsN 3 KOTA BEKASI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya aktivitas siswa dan dominasi metode ekspositori dalam pembelajaran Sejarah Kebudayaan Islam (SKI), yang menyebabkan siswa cenderung menghafal fakta tanpa memahami makna sejarah secara mendalam. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pendekatan Deep Learning melalui model pembelajaran kooperatif tipe Jigsaw terhadap peningkatan hasil belajar kognitif siswa kelas VII di MTsN 3 Kota Bekasi pada materi Daulah Umayyah. Metode penelitian yang digunakan adalah kuantitatif dengan desain Quasi-Experimental bentuk Non-equivalent Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas VII-8 sebagai kelas eksperimen (32 siswa) yang mendapatkan perlakuan pendekatan Deep Learning melalui model Jigsaw, dan kelas VII-4 sebagai kelas kontrol (33 siswa) yang menggunakan model ekspositori. Data dikumpulkan melalui instrumen tes (pre-test dan post-test) serta lembar observasi aktivitas siswa. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan pada penerapan pendekatan Deep Learning melalui model Jigsaw. Hal ini dibuktikan dengan hasil uji Independent Samples T-Test yang menunjukkan nilai Sig. (2-tailed) sebesar 0,045 < 0,05. Rata-rata nilai post-test kelas eksperimen (83,32) lebih tinggi dibandingkan kelas kontrol (75,60). Selain itu, hasil uji N-Gain Score menunjukkan kelas eksperimen mencapai 57,97% (kategori cukup efektif), sementara kelas kontrol hanya mencapai 26,74% (kategori rendah). Simpulan dari penelitian ini adalah penerapan pendekatan Deep Learning melalui model Jigsaw secara signifikan efektif dalam meningkatkan hasil belajar siswa. Integrasi empat elemen Deep Learning—dimensi profil lulusan, prinsip pembelajaran, pengalaman belajar, dan kerangka pembelajaran—ke dalam sintaks Jigsaw mampu mengubah suasana belajar menjadi lebih dinamis, kolaboratif, dan bermakna bagi peserta didik. Kata Kunci: Deep Learning, Jigsaw, Hasil Belajar, Sejarah Kebudayaan Islam, Daulah Umayyah. ***** This research is motivated by the low level of student activity and the dominance of expository methods in learning Islamic Cultural History (SKI), which causes students to tend to memorize facts without understanding the historical meaning in depth. This research aims to determine the effect of applying the Deep Learning approach through the Jigsaw type cooperative learning model on improving the cognitive learning outcomes of class VII students at MTsN 3 Bekasi City on the Umayyah Daulah material. The research method used is quantitative with a Quasi-Experimental design in the form of Non-equivalent Control Group Design. The research sample consisted of two classes, namely class VII-8 as the experimental class (32 students) who received the Deep Learning approach treatment using the Jigsaw model, and class VII-4 as the control class (33 students) who used the expository model. Data was collected through test instruments (pre-test and post-test) as well as student activity observation sheets. The research results show that there is a significant influence on the application of the Deep Learning approach via the Jigsaw model. This is proven by the results of the Independent Samples T-Test which shows a Sig value. (2-tailed) of 0.045 < 0.05. The average post-test score for the experimental class (83.32) was higher than the control class (75.60). Apart from that, the results of the N-Gain Score test showed that the experimental class reached 57.97% (quite effective category), while the control class only reached 26.74% (low category). The conclusion of this research is that the application of the Deep Learning approach through the Jigsaw model is significantly effective in improving student learning outcomes. The integration of the four elements of Deep Learning—graduate profile dimensions, learning principles, learning experiences, and learning frameworks—into Jigsaw syntax is able to change the learning atmosphere to be more dynamic, collaborative, and meaningful for students. Keywords: Deep Learning, Jigsaw, Learning Results, History of Islamic Culture, Umayyah Daulah.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Suci Nurpratiwi, M.Pd. ; 2). Rudi Muhammad Barnansyah, M.Pd.I.
Subjects:	Ilmu Sejarah > Kronologis Sejarah Pendidikan > Penelitian Tindakan Kelas Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah Pendidikan > Penelitian Tindakan Kelas > Kurikulum Pendidikan > Aneka Ragam tentang Pendidikan
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Khansa Labiibah Hasna .
Date Deposited:	09 Apr 2026 02:49
Last Modified:	09 Apr 2026 02:49
URI:	http://repository.unj.ac.id/id/eprint/66146

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