Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878
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The Effect of Cooperative Learning Method and Personality Type toward The Ability To Write Scientific Articles (Experimental Study on SMA 2 Ciamis in Indonesian Subject) Supriatna1), Emzir2), Yumna Rasyid3) 1)
University of Muhammadiyah Purwokerto, Indonesia E-mail:
[email protected] 2)
State University of Jakarta, Indonesia E-mail:
[email protected] 3) State University of Jakarta, Indonesia E-mail:
[email protected]
Abstract. The purpose of this research found the effect of cooperative learning (Jigsaw type and TPS type) and the type of personality (extrovert and introvert) toward the ability to write scientific articles. The study used an experimental method to factorial design 2X2. The test results the ability to write scientific articles and results of questionnaire analysis of personality types using ANOVA design of two lanes on the 0:05 level of significance. With a diverse class selected a sample of 16 students from 57 students. The results showed that: (1) There are differences between students learning with Jigsaw type of cooperative methods and student learning with cooperative methods TPS type. F-table (F test = 5607> Ftabel (0,05; 1:28) = 4.20). (2) There is a difference between students who have extroverted personality types and students who have introverted personality types. F-table (F-count = 4,928> F-table (0:05; 1:28) = 4.20). (3) There is an interaction between the effects of cooperative learning method and the personality type of the skills of writing scientific articles. F-table (F-count = 51 165> F-table (0:01; 1:28) = 7.64). (4) There are differences between students learning with Jigsaw type of cooperative methods and student learning by the type of cooperative methods TPS on students who have extroverted personality types. Q-count value = 9:53 is greater than Q-table (0:01; 4: 8) = 6.20. (5) There is a difference between students learning with Jigsaw type of cooperative methods and student learning by the type of cooperative methods TPS on students who have introverted personality types. This is evidenced by the results of statistical analysis obtained by value Q-count value = 4.79 is greater than Q-table (0:05; 4: 8) = 4.53. (6) The difference between the students who have the personality types extrovert and students who have introverted personality types on student learning with Jigsaw type of cooperative methods. Q-count value = 9:39 is greater than Q-table (0:01; 4: 8) = 6.20. (7) There is a difference between students who have the personality types extrovert and students who have introverted personality types on students who studied with TPS type of cooperative methods. Q-count value = 4.94 is greater than Q-table (0:05; 4: 8) = 4.53. Keywords: Scientific Articles, Jigsaw and TPS, Polling method, Extrovert, Introvert
scientific studies with the aim that the research results be read by others as the study of theory in a scientific study. Especially language learning to train the ability to write a scientific article, in addition to learning methods, to note the characteristics of the students. Personality type is one of the things that affect language learning. The level of a person's success in language learning is also affected by individual differences, including age, personality traits, attitudes, motivation, personality and cognitive style.
I. INTRODUCTION Context language, especially writing known types of writing a scientific article. The ability to write a scientific article is crucial owned by students for writing scientific articles is one of the language skills required at all times when the student will publish his results through scientific media. Write articles that are scientifically Topical results of
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878 Personality type students must be considered because the teachers prepared lesson plan based on the characteristics and potential of the students. Steps to write well. McCrimmon stated there three step to explain in writing activities, namely planning, drafting, and revising. (Mc Crrimmon, James M: 1984). involving writing composition and writing that do not involve compositions. (Grabe, William, Robert B. Kaplan, 1996: 27) the learning model is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve specific learning objectives and serves as a guide for instructional designers and teachers in designing learning activities (Trianto, 2007: 5). motivation theory on cooperative study mainly focused on the appreciation or structures of interest in which students move. (Asthma, Nur.2008: 3). Methods of learning and motivation to learn to speak English skills (Ratna: 2008), the effect of learning techniques and Personality Types Of Listening skills English (Ratminingsih: 2007).
hypothesis; based on the results of the analysis of variance of two paths between rows ANOVA showed that the price of F = 5.607 greater than the F table = 4.20 level of significance @ = 0.05. This means that H0 refused and accept H1. Having proven the difference significant difference, then the next step to see which is better able to write scientific articles of students between the two treatments. Based on the calculation turns out the average value of the ability to write a scientific article began students who study learning method jigsaw type (A1) was 65.88 greater than the ability to write a scientific article with the type of cooperative methods TPS (A2) the average value of 59.88 with thus the ability to write scientific articles of students learning with jigsaw type of cooperative method is better than the students who learn methods cooperative TPS. (2) The second hypothesis; based on the results of analysis of variance of two paths between rows ANOVA showed that the price of F = 4.928 greater than F table (0.05; 1:28) = 4.20 on a level of significance @ = 0.05. This means that H0 refused and accept H1. Thus the second hypothesis which states there is a difference between the ability to write scientific articles of students extroverted and introverted personality of students who can be accepted significantly @ = 0.05. Thus, the ability to write a scientific article that has a personality extrovert students better than students introverted personality. (3) The third hypothesis; based on the results of analysis of variance two between lane line indicates that the price of F = 51.165 is greater than F table (0.01; 1:28) = 7.64 on a level of significance @ = 0.01. This means that H0 refused and accept H1. Thus the hypothesis to three stating there is an interaction between cooperative learning methods and personality types received significantly @ = 0.01. It can be deduced that there is an interaction between the application of the type of jigsaw cooperative learning methods and cooperative learning methods SMT type with Extrovert and introverted personality type on the ability to write a scientific article SMAN 2 Ciamis. (4) The fourth hypothesis; Further testing using Tukey's test group A1B1 and A2B1, Qh greater than Qt or 9.53> 6.20 at @ = 0.05. This means that H0 refused and accept H1. Thus there are differences in the ability to write scientific articles of students learning with cooperative learning methods jigsaw and personality types extrovert with cooperative learning methods SMT type and personality types extrovert Calculation shows that the students who have personality types extrovert score average ability to write scientific article. Language Indonesia's jigsaw cooperative learning method (A1B1) ie 77.75 higher than the average score of students' ability to write a scientific article that learning with the learning method TPS (A2B1) ie 53.63 thus the fourth hypothesis which states that the ability to write a scientific article students who have extrovert who studied with the methods of the jigsaw better than students who studied with TPS accepted method significantly @ = 0.05. (5) The fifth hypothesis; Further testing using Tukey's test group A1B2 and A2B2; Greater Qh Qt or 4.79. > 4.53 at @ = 0.05. This means that H0 refused and accept H1. This means that the
II. METHOD The research method using 2X2 factorial experimental design and data analysis using ANOVA two lanes at the 0.05 and 0.01 level of significance. Data were collected using two (2) instrument, namely in the form of test instruments the ability to write scientific articles and instruments to determine personality types extrovert and know introvert prerequisite test personality type that includes tests of normality and homogeneity. Table 1 Matrix Design Research EducationKooperatf JIGSAW Personality Type Extrovert
16 Students
Introvert
16 Students
TPS 16 Stude nts 16 Stude nts
(a) group of students having extroverted personality types was studied with the Jigsaw model as many as 16 people. (b). Student groups have introverted personality types were studied with TPS 16orang models. (c). Student groups have extroverted personality types were studied with TPS as many as 16 people. (d). Student groups have introverted personality types were studied with 16orang Jigsawsebanyakmodels. III. RESEARCH RESULTS Test Results Liliefors(Normality Test), Barlett Test (Test Homogeneity) showed that overall research data were normally distributed and homogeneous. For the analysis progresses to the research hypothesis testing. (1) The first
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878 student's introverted personality differences scientific article writing skills among students learning with jigsaw method and polling method. The average score of the ability to write a scientific article introverted personality who studied with the methods of the jigsaw (A1B2) is 54.00. The students who have an introverted personality who studied with the methods of TPS (A2B2) is 66.13. Thus hypothesis fifth, the ability to write a scientific article students have introverted personality types on student learning TPS method is better than the ability to write scientific articles of students learning with jigsaw learning method. (6) The sixth hypothesis; Further testing using Tukey test the sixth hypothesis, for groups A1B1 and A1B2; Qt or greater Qh 9.39> 6.20 at @ = 0.05. This means H1diterima and reject H0. This means that the students learn the jigsaw method, there are differences in the ability to write scientific articles between students who are extroverted and introverted personality students. The average score of the students ability to write scientific articles that learning with jigsaw method on students who extrovert personality (A1B1) amounted to 77.75 while students are learning with jigsaw method average score of students' ability to write a scientific article introverted personality (A1B2), 54, 00 thus sixth hypothesis, the ability to write scientific articles of students learning with jigsaw method on students is extroverted better than the ability to write scientific articles of students learning with jigsaw method on students introverted personality. (7) The seventh hypothesis; Further testing using Tukey test A2B2 group; Qh greater than Qt or 4.93 ..> 5,53pada @ = 0.05. This means that H1 is accepted and rejected H0. Thus there are differences in the ability to write a scientific article pad students who have personality types extrovert and introvert students. The result of a calculated show students who studied with TPS method average score of students' ability to write a scientific article is extroverted (A2B1) of 53.63, while students learn the TPS method the average score of a scientific article writing skills in students introverted personality (A2B2 ) ie 66.13 thus, the seventh hypothesis which states that the ability to write a scientific article for students introverted personality with jigsaw learning method is lower than the ability to write a scientific article given student learning methods TPS, received significantly at @ = 0.05. So the ability to write a scientific article students who have an introverted personality better teaching methods for TPS.
Furthermore, a summary description of the score's ability to write scientific articles of students learning jigsaw model of cooperative learning methods are arranged in a frequency distribution table as follows:
Table 2 Frequency Distribution Group A 1
No. 1 2 3 4 79-87
Class Interval
41-51 52-60 61-69 70-78 5
Limit
Frequency
Lower
Upper
42.5 51.5 60.5 69.5 78.5
51 , 5 60.5 69.5 78.5 87.5
Absolut Cumulati Relative e ve 3 3 18.75% 3 6 18.75% 2 8 12.50% 5 13 31.25% 3 16 18.75% 16 100%
Distribution frequency score writing skills students learn scientific articles with jigsaw model of cooperative learning methods in table 2 can be made in the form of a histogram graph follows:
Fig. 1 Graph Histogram Frequency Distribution Group A1 2. Score Writing Ability Scientific Articles Student Learning Method Cooperative Learning TPS (A2) Based on data collected from respondents as many as 16 students, known to score the ability to write scientific articles of students studying the method pe TPS model of cooperative learning obtained the highest score of 79; Lowest score 42; an average score of 59.88; The median value of 60.0; 53 mode value; variance 108.78; standard deviation of 10.43. Furthermore, a summary description of the score's ability to write scientific articles of students who studied with methods of cooperative learning model of TPS in stacking the distribution table frequency as follows:
DISCUSSION 1. Scores Writing Ability Scientific Articles Student Learning Method Cooperative Learning Jigsaw (A1) Based on data collected from respondents as many as 16 students, known to score the ability to write a scientific article students learn methods cooperative learning model of jigsaw obtained the highest score 84 ; Lowest score 43; an average score of 65.88; The median value of 67.0; 61 mode value; variance 179.18; standard deviation of 13.39.
Table 3
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878 Frequency Distribution Group A 2
No. 1 2 3 4 5
Class Interval
42-49 50-57 58-65 66-73 74-81
Capping
Distribution frequency score the ability to write scientific articles of students who have extroverted personality types in table 4 can be made in the form of a histogram graph below:
Frequency
Down
Up
Absolut
41, 5 49.5 57.5 65.5 73.5
49.5 57.5 65.5 73 , 5 81.5
3 4 4 3 2
Cumulativ e 3 7 11 14 16
16
Relative 18.75% 25.00% 25.00% 18.75% 12.50% 100%
Distribution frequency score writing skills students learn scientific article by the method of cooperative learning model of TPS in table 3 can be made in the form of histogram graph below:
Fig. 3 Graph Histogram Frequency distribution Group B1 4. Score Scientific Article Writing Ability Students Who Have Personality Type Introvert (B2) Based on data collected from respondents as many as 16 students, known to score the ability to write a scientific article students who have an introverted personality type 79 obtained the highest score; Lowest score 43; an average score of 60.06; The median value of 59.5; 61 mode value; variance of 104.20; standard deviation of 10.21. Furthermore, a summary description of the score's ability to write a scientific article students who have introverted personality types arranged in a frequency distribution table as follows: Table 5 Frequency Distribution Group B2
No.
Fig. 2 Graph Histogram Frequency Distribution Group A2
1 2 3 4 5
3.
Score Writing Ability Scientific Articles Students Who Have Personality Type Extrovert (B1) Based on data collected from respondents as many as 16 students, known to score the ability to write scientific articles of students who have type extrovert 84 obtained the highest score; Lowest score 42; an average score of 65.69; The median value of 67.0; 61 mode value; variance 186.10; standard deviation of 13.64. Furthermore, a summary description of the score's ability to write a scientific article students who have extroverted personality types arranged in a frequency distribution table as follows:
Limit Frequency Class Uppe Absolut Cumulati Interval Lower r e ve 43-50 42.5 50.5 2 2 51-58 50.5 58.5 6 8 59-66 58.5 66.5 4 12 67-74 66.5 74.5 3 15 75-82 74.5 82.5 1 16 16
Relative 12.50% 37.50% 25.00% 18 75% 6.25% 100%
Distribution frequency score the ability to write scientific articles of students who have introverted personality types in table 5 can be made in the form of a histogram graph below:
Table 4 Frequency Distribution Group B1
No. 1 2 3 4 5
Class Interval 42-50 51-59 60-68 69-77 78-86
Limit Frequency Uppe Absolut Cumulativ Lower r e e 41.5 50.5 3 3 50.5 59.5 3 6 59.5 68.5 2 8 68.5 77.5 5 13 77.5 86.5 3 16 16
Relative 18.75% 18.75% 12.50% 31 25% 18.75% 100%
Fig. 4 Chart Histogram Frequency Distribution Group B2
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878 Interval
5.
Score Writing Ability Scientific Articles Student Learning Method Cooperative Learning Jigsaw And Has Personality Type Extrovert (A1b1) Based on data collected from respondents as many as eight students, known to score the ability to write a scientific article students studying with jigsaw model of cooperative learning methods and have the personality types extrovert obtained the highest score of 84; Lowest score 73; an average score of 77.75; The median value of 77.0; 77 mode value; variance 16.21; standard deviation of 4.03. Furthermore, a summary description of the score's ability to write scientific articles of students who studied with methods of cooperative learning model of the jigsaw and has personality types extrovert arranged in a frequency distribution table as follows:
1 2 3 4
42-46 47-51 52- 56 57 - 61
Down
Up
Absolut
41.5 46.5 51.5 56.5
46.5 51.5 56.5 61.5
1 2 1 4
Cumulati ve 1 3 4 8
Relative 12.50% 25.00% 12.50% 50.00% 8100%
Distribution frequency score writing skills students learn scientific article by the method of cooperative learning model of TPS and have the extroverted personality types in table 7 can be made in the form of a histogram graph below:
Table 6 Distribution Frequency Group A 1B1
No Class . Interval 1 2 3 4
73-75 76-78 79-81 82 - 84
Capping Down
Up
72.5 75.5 78.5 81.5
75.5 78.5 81.5 84.5
Frequency Cumulati Absolut ve 3 3 2 5 1 6 2 8
Relative 37.50% 25.00% 12.50% 25.00% 8100%
Distribution frequency score writing skills students learn scientific articles with jigsaw model of cooperative learning methods and have the extroverted personality types in table 6 can be made in the form of a histogram graph below:
Fig. 6 Frequency Distribution Histogram graph Group A2B 1
7.
Score Ability Scientific Article Writing Student Learning Method Jigsaw Cooperative Learning And Having Introvert Personality Type (A1b2) Based on data collected from respondents se lot 8 students, known to score the ability to write a scientific article with the students learning jigsaw model of cooperative learning methods and have introverted personality types obtained the highest score of 61; Lowest score 43; an average score of 54.00; The median value of 56.0; 61 mode value; variance 45.43; standard deviation of 6.74. Furthermore, a summary description of the score's ability to write scientific articles of students who studied with methods of cooperative learning model of the jigsaw and have introverted personality types arranged in a frequency distribution table as follows:
Fig. 5 Frequency Distribution Histogram graph Group A1B 1
6. Score Ability Scientific Article Writing Student Learning Cooperative Learning Method With Tps And Has Personality Type Extrovert (A2b1) Based on data collected from respond en by 8 students, known to score the ability to write a scientific article students learn methods cooperative learning model of TPS and have the personality types extrovert obtained the highest score of 61; Lowest score 42; an average score of 53.63; The median value of 55.0; 61 mode value; variance 49.98; standard deviation of 7.07. Furthermore, a summary description of the score's ability to write scientific articles of students who studied with methods of cooperative learning model of TPS and have the personality types extrovert arranged in a frequency distribution table as follows:
Table 8 Frequency Distribution Group A 1B2 No. 1 2 3 4
Class
Capping
43-47 48-52 53-57 58 - 62
Capping
Frequency
Down
Up
Absolut
42.5 47.5 52.5 57.5
47.5 52.5 57.5 62.5
2 1 2 3
Cumulativ e 2 3 5 8
Relative 25.00% 12.50% 25.00% 37,50% 8100%
Distribution frequency score writing skills students learn scientific articles with jigsaw model of cooperative learning methods and have introverted personality types in table 8 can be made in the form of a histogram graph below:
Table 7 Frequency Distribution Group A 2B1
No.
Class Interval
Frequency
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878
Fig. 8 Graph Histogram Frequency Distribution Group A2B2
Fig. 7 Frequency Distribution Histogram graph Group A1B 2
a.
Normality Test Group A1 the criteria used in the normality test is that the sample score writing ability of students to learn scientific articles with jigsaw model of cooperative learning methods, taste l of a normally distributed population when L-count < L-table. value of L-count is 0.1406 L-table for n = 16, with a significance level of 0.05 is 0.213. Thus we can conclude the data A1 normal distribution.
Score Ability Scientific Article Writing Student Learning Cooperative Learning Method With Tps And Has Personality Type Introvert (A2b2) Based on data collected from respondents as many as eight students, known to score the ability to write a scientific article students learn methods cooperative learning model of TPS and have introverted personality types obtained the highest score of 79; Lowest score 53; an average score of 66.13; the median value of 68.5; 53 mode value; variance 93.84; standard deviation of 9.69. Furthermore, a summary description of the score's ability to write scientific articles of students who studied with methods of cooperative learning model of TPS and have introverted personality types arranged in a frequency distribution table as follows:
b.
8.
Normality Test Group A2 The criteria used in the normality test is that the sample score writing ability of students to learn scientific article by the method of cooperative learning model of TPS, derived from normal distributed population when Lcount < Ltable. Value L-count is 0.1442. L-table for n = 16, with a significance level of 0.05 is 0.213. Thus we can conclude the data A2 normal distribution.
Table 9 Frequency Distribution Group A 2B2
Class No. Interval 1 2 3 4
53-59 60-66 67-73 74 - 80
Down 52.5 59.5 66.5 73.5
Frequency Cumulati Up Absolut ve 59.5 2 2 66.5 2 4 73.5 2 6 80.5 2 8
c.
Normality Test Group B1 The criteria used in the normality test is that the sample score the ability to write scientific articles of students who have extroverted personality type, derived from normal distributed population when L-count < L-table. Value Lcount is 0.1424 L-table for n = 16, with a significance level of 0.05 is 0.213. Thus we can conclude the data B1 normal distribution.
Capping
Relative 25.00% 25.00% 25.00% 25.00% 8100%
Distribution frequency score writing skills students learn scientific article by the method of cooperative learning model of TPS and have introverted personality types in table 9 can be made in the shape of the histogram graph as follows:
d.
Normality Test Group B2 The criteria used in the normality test is that the sample score the ability to write scientific articles of students who have introverted personality types, coming from normally distributed population when L-count < L- table. Value L-count is 0.152. L-table for n = 16, with a significance level of 0.05 is 0.213. Thus we can conclude the data B2 normal distribution. e.
Normality Test Group A1B1 The criteria used in the normality test is that the sample score the ability to write a scientific article students learn methods cooperative learning model of the jigsaw and has the type of personality extrovert, comes from a
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Journal of Education, Teaching and Learning Volume 2 No 2 September 2017. Page Number 109-116 p-ISSN: 2477-5924 e-ISSN: 2477-4878 population of normal distributed when L-count < L-table. Value L-count is 0.2004. L-table for n = 8 with a significance level of 0.05 is 0.285. Thus we can conclude the data A1B1 normal distribution.
A2B1
f.
Normality Test Group A2B1 The criteria used in the normality test is that the sample score the ability to write a scientific article students learn methods cooperative learning model of TPS and have the personality types extrovert, comes from a population of normal distributed when L-count < L-table. Value L-count is 0.14952. L-table for n = 8 with a significance level of 0.05 is 0.285. Thus we can conclude the data A2 B1 normal distribution.
A1B2
A2B2
g.
Normality Test Scores Group A1B2 The criteria used in the normality test is that the sample score the ability to write a scientific article students learn methods cooperative learning model of the jigsaw and have introverted personality types, derived from a population of normal distributed when L-count < L-table. value Lcount is 0.1492. L-table for n = 8 with a significance level of 0.05 is 0.285. Thus we can conclude the data A1 B2 normal distribution.
IV. CONCLUSIONS There are differences between the scientific article writing skills students learn methods cooperative Jigsaw and students who studied with TPS type of cooperative methods. F-count larger than F-table (F-count = 5.607 F-table (0.05; 1:28) = 4.20). There are differences between the scientific article writing skills of students who have extroverted personality types and students who have an introverted personality type. F-count larger than F-table (F-count = 4,928> F-table (0.05; 1:28) = 4.20). There is the influence of the interaction between cooperative learning method and the personality type of the skills of writing scientific articles. Fcount AB interaction larger than F-table (F-count = 51.165> F-table (0.01; 1:28) = 7.64). There are differences between the scientific article writing skills students learn methods cooperative Jigsaw and students learn methods cooperative TPS on students who have extroverted personality type. Qcount = 9.53 is greater than Q-table (0.01; 4: 8) = 6.20. There are differences between the scientific article writing skills students learn methods cooperative Jigsaw and students learn methods cooperative TPS on students who have introverted personality types. Q-count = 4.79 is greater than Q-table (0.05; 4: 8) = 4.53. Differences between the scientific article writing skills of students who have the personality types extrovert and students who have the personality type introvert on students learning method of cooperative Jigsaw. Q-count= 9.39 is greater than Q-table (0.01; 4: 8) = 6.20. There are differences between the scientific article writing skills of students who have the personality types extrovert and students who have the personality type introvert. The students learn methods cooperative TPS. Q-count = 4.94 is greater than Q-table (0.05; 4: 8) = 4.53.
h.
Normality Test Scores Group A2B2 The criteria used in the normality test is that the sample score the ability to write a scientific article students learn methods cooperative learning model of TPS and have introverted personality types, derived from a population of normal distributed when L-count < L-table. value L-count is 0.1631 L-table for n = 8 with a significance level of 0.05 is 0.285. Thus we can conclude the data A2B2 normal distribution. Table 10 Summary of Results Normality Test
Group A1 A2 B1 B2 A1B1 A2B1 A1B2 A2B2
Lcount 0.1406 0.1442 0.1424 0.1521 0, 2004 0.1492 0.1492 0.1631
LTable 0.213 0.213 0.213 0.213 0.285 0.285 0.285 0.285
cooperative learning methods and have the extroverted personality type = Score writing scientific articles ability of students who studied with methods of cooperative learning model of TPS and have the personality types extrovert = Score ability to write scientific articles of students who studied with methods of cooperative learning model of the jigsaw and have introverted personality type = Score writing skills students learn scientific article by the method of cooperative learning model of TPS and have introverted personality types
Description normal distribution Normal distribution Normal distribution normal distribution normal distribution normal distribution normal distribution normal distribution
Description: A1 = Score ability to write scientific articles of students learning with the learning method model of cooperative jigsaw A2 = Score ability to write scientific articles of students who studied with methods of cooperative learning model of TPS B1 = Score ability to write scientific articles of students who have personality types extrovert B2 = Score ability to write scientific articles of students who have introverted personality type A1B1 = Score writing ability of students to learn scientific articles with jigsaw model of
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