| dc.contributor.author | PANGESTI, NOVA ARI | |
| dc.date.accessioned | 2019-12-04T04:11:34Z | |
| dc.date.available | 2019-12-04T04:11:34Z | |
| dc.date.issued | 2019-07-08 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/30749 | |
| dc.description | Background: Jigsaw is one of the effective cooperative learning methods compared to STAD and TAI. However, the use of only one learning model has not been able to achieve maximum results, so mind mapping methods are needed in order to improve students' self efficacy and cognitive abilities. Method: This type of research is Quasi Experimental with pretest-posttest with control group design. Respondents of this study were semester IV, S1 Nursing students in STIKES Muhammadiyah Gombong as much as 120 students. Data analysis using paired t-test and independent t-test to determine the influence. Results: The cognitive ability score of the intervention group showed a higher value compared to the control group (78.50 ± 10,097) while in the control group (59.92 ± 11,516) and the difference in the average self efficacy in the intervention group was higher than the control group namely ( 31.35 ± 4.079) and in the control group with an average value (25.25 ± 4,436) . Conclusion: There is the influence of cooperative learning jigsaw type with mind mapping in improving students' self-efficacy and cognitive abilities. | en_US |
| dc.description.abstract | Background: Jigsaw is one of the effective cooperative learning methods compared to STAD and TAI. However, the use of only one learning model has not been able to achieve maximum results, so mind mapping methods are needed in order to improve students' self efficacy and cognitive abilities. Method: This type of research is Quasi Experimental with pretest-posttest with control group design. Respondents of this study were semester IV, S1 Nursing students in STIKES Muhammadiyah Gombong as much as 120 students. Data analysis using paired t-test and independent t-test to determine the influence. Results: The cognitive ability score of the intervention group showed a higher value compared to the control group (78.50 ± 10,097) while in the control group (59.92 ± 11,516) and the difference in the average self efficacy in the intervention group was higher than the control group namely ( 31.35 ± 4.079) and in the control group with an average value (25.25 ± 4,436) . Conclusion: There is the influence of cooperative learning jigsaw type with mind mapping in improving students' self-efficacy and cognitive abilities. | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | MAGISTER KEPERAWATAN PROGRAM PASCASARJANA UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.subject | Jigsaw, Mind Mapping, Cognitive Ability, Self efficacy | en_US |
| dc.title | PENGARUH MODIFIKASI COOPERATIVE LEARNING TIPE JIGSAW DISERTAI MIND MAPPING DALAM MENINGKATKAN SELF-EFFICACY DAN KEMAMPUAN KOGNITIF | en_US |
| dc.type | Thesis | en_US |
