Penelitian ini bertujuan untuk meneliti efektifitas pembelajaran kooperatif tipe jigsaw yang diberikan melaluimetode
eksperimen untuk meningkatkan belajar berdasar regulasi diri pada mahasiswa serta prestasi belajar siswa. Skala
Belajar Berdasar Regulasi Diri dikembangkan oleh Pintrich et al. (1991) yang mengungkap profil pembelajar aktif.
Penelitian ini sangat penting untuk dikembangkan mengingat perubahan pola pembelajaran di pendidikan tinggi dari
pembelajarn berpusat pada Dosen ke pembelajaran berpusat pada mahasiswa (student active learning). Subjek
penelitian ini adalah mahasiswa tahun pertama program diploma Fakultas Ilmu Keperawatan di Semarang yang terbagi
dalam dua kelompok yaitu kelompok Kontrol sejumlah 33 mahasiswa dan kelompok perlakuan sejumlah 34 mahasiswa.
Berdasarkan hasil analisis diketahui bahwa ada pengaruh pembelajaran kooperatif tipe jigsaw terhadap belajar berdasar
regulasi diri, namun pengaruh padaregulasi strategi belajar tidak ditemukan.
The main purpose of this study was to examine effectiveness of cooperative learning type jigsaw to enhance self
regulated learning. Experiment design is used by implementing jigsaw classroom for improving self regulated learning.
Data were collected by self regulated learning scale adapted from MSLQ (developed by Pintrich et al., 1991) to know
the student’s profile of active learning. As known, the changes of paradigm in instruction from teacher or lecture center
to student active learning have many problems. One of the causes of this condition is most of lecture still use traditional
models of instruction that led lecture more active than students. Sixtyseven student from diploma degree in nurse
faculty of Sultan Agung Islamic University involved in this study. Then, subject divided equally into two groups, 33
student for control group and 34 student for experiment group. The result showed that cooperative learning type jigsaw
has significantly effect to self regulated learning. Jigsaw learning can improve student motivation significantly,
however, the effect on the regulation of learning strategies was not found.
