Developing Lesson Plans of Physical Education Using Jigsaw Method of Cooperative Learning Approach for Junior High School 

Reza Amalia Astuti1, Ahmad Rithaudin2	
1Graduate School Program, Yogyakarta State University, Jl. Colombo No. 1, Daerah Istimewa Yogyakarta, Yogyakarta, Indonesia
2Graduate School Program, Yogyakarta State University, Jl. Colombo No. 1, Daerah Istimewa Yogyakarta, Yogyakarta, Indonesia
rezaamalia03@gmail.com, ahmad_rithaudin@uny.ac.id	
Keywords:	Development, Physical education pedagogy, Curriculum of 2013
Abstract:	This research is motivated by the need of enhancement of varied development of Lesson Plan of Physical Education. This research is aimed to produce Lesson Plan of Physical Education using Jigsaw method of Cooperative Learning approach which could be implemented as learning resources for Junior High School teachers. The research’s design is a research and development which refers to the theory of Borg and Gall (1983). The subject of development of this research is learning material of Physical Education for Junior High School students which focuses on great ball games. The instrument of data collection uses rubrics for assessment given to the curriculum experts and subject masters. Data analysis technique uses both descriptive quantitative and descriptive qualitative based on the result of the input and suggestion from the experts. The result of this research is in the form of Lesson Plan using Jigsaw method of Cooperative Learning approach, especially for physical education pedagogy. According to the curriculum experts, the validity result is very good with 89,75% in percentage, based on the subject masters, it is very good with 82,5%, and from the validity questionnaire, teacher judgement shows it is good at 77,60%.
1	INTRODUCTION
In an education system, a curriculum is dynamic and there should always be changes and development to catch up with the development of Curriculum 2013 which will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge. In this case, the curriculum development is focused on the construction of students’ competencies and characters in the form of a combination between knowledge, skills, and development as well as challenges of the era. However, the changes and development should be done systematically and with a clear direction, not just for the shake of making a change. The changes and development of the curriculum have to have a clear vision and direction: where the national education system will head to with the curriculum. According to [4], Curriculum 2013 is a follow up of the Competence-based Curriculum (KBK) which was in trial in 2004.
The development of Curriculum 2013 will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge.
In this case, the curriculum development is focused on the construction of students’ competencies and characters in form of a combination between knowledge, skills, and attitude which can be demonstrated by students as a form of understanding towards the concepts they learn contextually. Curriculum 2013 enables teachers to assess the learning outcomes of students in the process of achieving the learning objectives which reflects the mastery and understanding towards what have been learned. Therefore, students need to know the criteria of the competency mastery and characters which are used as the assessment standards of learning outcomes so that they can prepare themselves by mastering several competencies and certain characters as requirements to continue to the other competencies and characters [4].
There are some teaching and learning models suggested by Curriculum 2013, one of which is Cooperative Learning. Cooperative Learning model is a teaching and learning model that enables students to learn actively and participatively. The model maximizes the learning activity by grouping students into small groups and making them learn from each other together. There are several techniques in Cooperative Learning, one of which is Jigsaw technique. Using Jigsaw technique, students can focus their attention during the teaching and learning process so that their understanding towards the materials can be maximized.
It can be seen from the collaborations between students in Jigsaw technique as an effort to understand the concepts of the materials. The collaborations has an impact on the improvement of students’ learning motivation. The Jigsaw technique make students do more learning activities such as asking their friends instead of their teachers and can create a more enjoyable learning [3].
In this case, the teaching and learning model used by teachers cannot improve students’ learning motivation yet since students only act as listeners and receivers of the materials delivered by the teachers. The are still few Physical Education teachers who develop learning models using Jigsaw technique of Cooperative Learning. Therefore, it is expected that they can understand model variations in lesson plans better.
One of the Lesson Plan (RPP) developments using Jigsaw of Cooperative Learning is in big ball games such as volleyball, basketball, and football games. One of the schools that has implemented this model is SMP Negeri 3 Pajangan. The Physical Education teachers at SMP Negeri 3 Pajangan have implemented Jigsaw of Cooperative Learning for the big ball game material namely football.  The implementation of Cooperative Learning with Jigsaw is expected to make students more enthusiastic and can study in groups by discussing the materials being learned in participating in the learning process of big ball games. 
2	METHOD

This research belongs to Research and Development. Research and Development is a type of research which produces a product [6]. The product being developed in this research was a Lesson Plan (RPP) which used Jigsaw technique of Cooperative Learning.

2.1	Data, Instruments, and Data Collection Techniques
The instruments of this research were made into two big groups which were used to evaluate the product and identify the appropriateness of the product as follow.
(1)	Instrument of appropriateness evaluation for material experts
(2)	Instrument of appropriateness evaluation for curriculum experts
All of the instruments were in the forms of questionnaires. The data in this research were collected by giving the evaluation sheets to the experts.

2.2 Data Analysis Techniques

The first technique used in this research was quantitative descriptive analysis in the forms of percentages while data in the forms of suggestions and reasons of choosing the answers were analyzed using qualitative analysis technique. The scores of the evaluations from the experts and the students were then categorized using a percentage formula. The data analysis technique in this research was done in two steps. Following are the steps of the data analysis.
1.	Converting the category values into evaluation scores
The evaluation which were in forms of category values were converted into evaluation scores [5]. The conversion from category values into evaluation scores used the following criteria.

Table 1. The Evaluation Score of the Lesson Plan Development
No	Category	Score	
1	Very poor	1	
2	Poor	2	
3	Fair	3	
4	Good	4	
5	Very good	5	

2.	Analyzing the score by summing the scores obtained from the research then dividing the total with the ideal score for all items and timing it with 100%.

Table 2. The Categories of the Lesson Plan Development Evaluation and Expert Judgement

No	Percentage	Category	
1	0% - 20%	Very poor	
2	20,1% - 40%	Poor	
3	40,1% - 60%	Fair	
4	60,1% - 80%	Good	
5	80,1% - 100%	Very good	
Percentage of evaluation score: 
[5].

3	RESULTS AND DISCUSSIONS
3.1	Results

The result of this research was in the form of a Lesson Plan (RPP). This research used a method developed by Borg and Gall (1983:222) that had been modified because the steps of the research were quite suitable for creating a product in the form of Lesson Plan (RPP). Those steps were: 1) analyzing the information obtained, 2) planning the research, 3) developing the product 4) expert judgment and product revision. The research aims at producing a Lesson Plan (RPP) of big ball games using Jigsaw of Cooperative Learning which can be used by teachers in the teaching and learning process of Physical Education.
Based on the previous tables and figures, it is known that the results of the implementation of Physical Education teaching and learning based on Curriculum 2013 at state junior high schools in Bantul District in the 2016/2017 academic year categorized as good were 4 respondents or 5.79%, categorized as fairly good were 55 respondents or 79.71%, categorized as slightly poor were 10 respondents or 14.49%, and categorized as poor was 0 or 0%.

3.2	Discussions
Curriculum 2013 is a development of the previous curricula, both Competence-based Curriculum that was started in 2014 and School-based Curriculum in 2006. Curriculum 2013 emphasizes the improvements and the balance between soft skills and  hard skills which include attitude, skills, and knowledge aspects.
The development of Curriculum 2013 will produce productive, creative, and innovative humans through integrated empowerment of attitude, skills, and knowledge. In this case, the curriculum development is focused on the construction of students’ competencies and characters in the form of  a combination between knowledge, skills, and attitude which can be demonstrated by students as a form of understanding towards the concepts they learn contextually. There are some teaching and learning models suggested by Curriculum 2013, one of which is Cooperative Learning. Cooperative Learning model is a teaching and learning model that enables students to learn actively and participatively. The model maximizes the learning activity by grouping students into small groups and making them learn from each other together. There are several techniques in Cooperative Learning, one of which is Jigsaw technique. Using Jigsaw technique, students can focus their attention during the teaching and learning process so that their understanding towards the materials can be maximized.
The responses from the curriculum experts and material experts about the Lesson Plan (RPP) development varied, one of which suggested to put more emphasis on the steps of Jigsaw so that the readers could understand what was meant by Jigsaw of Cooperative Learning better. Then, the response in the small group trial for 10 junior high school teachers in Bantul Regency was that some teachers had not understood what was meant by Jigsaw of Cooperative Learning. It is expected that the Lesson Plan (RPP) development using Jigsaw method of Cooperative Learning can be a learning reference for teachers so that they can develop learning models in lesson plans (RPP).
The final product of this research is a Lesson Plan (RPP) with Jigsaw  Method for Junior High School Students. The criteria of the product, according to a material expert in terms of the learning material quality was 70% (good) and the content aspect was 90% (very good). According to curriculum experts, the learning material quality was 90% (very good) and the content aspect was 89.5% (very good). Meanwhile, in the trial, the scores were 78.6% (good) and 76.6% (good). From those evaluations, the average score was 80.1% or categorized as very good. The modification of the Lesson Plan (RPP) was done based on the characteristics of junior high school students using the principles of Lesson Plan (RPP) development with Jigsaw method of Cooperative Learning in big ball games. The implementation of Jigsaw method of Cooperative learning is expected to make students more enthusiastic and can study in groups discussing the materials being learned.

4	CONCLUSIONS AND SUGGESTIONS

4.1	Conclusions

This research produces a Lesson Plan (RPP) using Jigsaw method of Cooperative Learning for junior high school students. The evaluation score from a material expert was 82.5% (very good), while from two curriculum experts was 89.75% (very good), and  from the trial for teachers was 77.60% (good).

4.2 Suggestions

Based on the results of the research, following are some suggestions.
1.	Teachers should be able to improve their creativity so that the teaching and learning process at school is not monotonous and they can use various learning models in Curriculum 2013.
2.	The next researchers can do modification and development research which are proper and can be practiced or tested.

REFERENCES
[1]	Borg, Walter R & Gall.,M.D. (1983). Educational Research. (an introduction) edition. New York & London: Longman.
[2]	Deni Darmawan & Permasih. (2011). Kurikulum dan Pembelajaran (Tim Pengembang MKDP Kurikulum dan Pembelajaran, Jurusan Kurikulum dan Teknologi Pendidikan, FIP, UPI). Jakarta: Raja Grafindo Persada.
[3]	Made. Wena. (2011). Strategi Pembelajaran Inovatif Kontemporer: Suatu Tinjauan. Konseptual Operasional. Jakarta: PT. Bumi Aksara.
[4]	Mulyasa, H.E., (2014). Pengembangan dan Implementasi Kurikulum 2013. 
[5]	Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung:Alfabeta.
[6]	Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung:Alfabeta.