Influences of Puzzle Media Integration onTGT Cooperative Teachingof Physics on the Subject of Heat to the Students of Grade VIIofSMP Negeri 4 Yogyakarta in Semester 1

Name: Fitriani

Student Number:05302241014

Consultants: Prof. Suparwoto, M.Pd and Suharyanto, M.Pd

Abstract

This study aimsat determining (1) differences inseventh-grade students’ cognitive knowledge between puzzle media integration in TGT cooperative teaching and in the conventional instructionat SMP N 4 Yogyakarta in Semester 1 (2) numbers of included variable contribution which werethe mathematical abilities and empirical experiences towards the teaching process on the subject of heat of SMP N 4 Yogyakartaof Grade VII in Semester 1.

This study was experimental research involvingtreatment variables including an experimental class with puzzle media integrationin TGT cooperative teaching and the control class using a conventional method on the subject of Heat. The research design used was Posttest Only-Control-Group design. The research was conductedat SMP N 4 Yogyakarta and only limited in the first semester of the academic year of 2009/2010 on the subject of Heat. The sampling was done by using simple random sampling method. Data collection was done by conducting tests of students’ abilities on cognitive, mathematical, and empirical experiences. The framework of research design was intiated by data collection, instrument testing analysis, instrument testing and data analysis, and hypothesis testing analysis using covariant analysis (Anakova).

The research results showed that (1) there were differences in students’ cognitive abilities inpuzzle media integration in the TGT cooperativeteaching andones in the conventional method (presentation) at SMP N 4 Yogyakartaof Grade VII in Semester 1 on the subject of Heat. It could be understood because the resultsshowed that the average score of students’ cognitive abilities was 68.15 for the experimental class and 50.87 for the control class. Based on the conducted analyses among the two methods, the difference was significant because it was greater than BRS value and (2)the effective contribution of included variables to the teaching process on the subject of Heat of the students of SMP N 4 Yogyakarta at Grade VII in the first semester was 2.20% for the students’ mathematical abilities and 1.34% for the students’ empirical abilities. Meanwhile, the number of relative contribution was 62.18% for the students’ mathematicalabilities and 37.82% for the students’ empirical abilities.

Key words: puzzle media, TGTteaching, cognitive ability, heat

Year: 2010