Cooperative learning is a system based on the premise that individual human beings are different from each other so that the logical consequence of human beings should be social beings who interact with one another (Nurhadi 2003: 60)

Abdurrahman and Bintoro (2000) in Nurhadi 2003: 61 states Cooperative learning is a system in which there are elements that are interrelated. The various elements of cooperative learning is the presence of (1) positive interdependence, (2) face to face interaction, (3) individual accountability, and (4) skills to build relationships between the personal or social skills are deliberately taught.

Roger and David Johnson said that not all work groups could be considered coopartive learning. To achieve maximum results, the five elements of the learning model of mutual aid should be applied:

Cooperative learning model is very different from direct teaching. In addition to the learning model was developed cooperatively to achieve academic learning, cooperative learning model is also effective to develop the social skills of students (Usman, 2002: 30).

So the pattern of group learning by means of cooperation among students can encourage the emergence of the idea of ​​better quality and enhance students' creativity, learning can also maintain the social value of the Indonesian nation that needs to be maintained. Their mutual dependence motivates them to work harder for their success, cooperative relationship also encourages his students to appreciate the idea not the other way.

The characteristics of cooperative learning are:

Another important goal of cooperative learning is to teach students the skills of cooperation and collaboration. This skill is very important to have in a society where many working adults are mostly done in organizations that are interdependent with one another and where people are culturally more diverse (Ibrahim, et al, 2000: 9).

Meanwhile, according to Linda Lungren (1994: 120) in (Ibrahim, et al. 2000: 18) there are some benefits of cooperative learning for students with learning achievement is low, namely:

Thus, cooperative learning reflects the view that human beings learn from their experience and active participation in small groups helps students learn important social skills, while simultaneously developing democratic attitudes and skills of logical thinking.

B. Type of Cooperative Learning Jigsaw

Jigsaw has been developed and tested by Elliot Aronson et al at the University of Texas and later adapted by Slaven et al at John Hopkins University.

In the applied type of jigsaw, students are divided into groups with five or six members of heterogeneous learning groups. Course material given to students in the form of text. Each member is responsible for studying certain parts of a given material. Members of other groups the same topic given the task of gathering and discussing the topic. The group is called the expert group (Ibrahim, et al. 2000: 52).

Steps jigsaw model is divided into six stages, namely:

1. Convey the purpose of learning and motivational
2. Presenting information to students with a demonstration with verbal explanation, textbook, or other forms
3. Organize students into study groups
4. Manage and assist students in learning groups and work on their seat-brackish
5. Test the control group on teaching materials
6. The award or recognition of student learning outcomes (Nurhadi and Agus Gerrard, 2003: 40)

Based on the above opinion can be explained that:

• Setting up a learning and motivational goals,

Some aspects of the purpose and motivation of students is no different to learning jigsaw model. Teachers who successfully re-start the lesson by reviewing, explaining their goals in an easily understood, by showing how the lesson related to previous lessons. 

• Presenting information to students with demonstrations accompanied by verbal explanations, textbooks, or other forms,

Present verbal information clearly to the students and provide guidance on how to do it. Instructions will not be repeated here. However, it is important to underline a brief concern about the use of textbooks.

• The award or recognition of student learning outcomes

In cooperative learning, teachers must be careful with who I rate applied outside the weekly new scoring system described above. Consistent with the concept of cooperative reward structure is important for teachers to appreciate the results of both outcome and cooperative behavior that results in a solution to this dilemma by giving the two evaluations for students, one for the group effort and one for each person's individual contribution.

In practice, cooperative learning jigsaw type has advantages and disadvantages, among its advantages, namely:

As for drawbacks, namely:

C. Cooperative Learning Study Student Team Achievement Division (STAD)

Cooperative learning type STAD (Student Team Achievement Division), this type was first developed by Robert Slavin and his colleagues at Johns Hopkins University and is a model of learning the simplest cooperative (Ibrahim et al, 2000: 6). Each group has a heterogeneous academic ability (Depelovment MA Project, 2002: 31), resulting in one group there will be a highly capable students, two men and one student ability is lower again enabled.

Teachers users STAD method to teach the new academic information to students every week, either through verbal or written instruction (Ibrahim, et al, 2000: 20).

Advantages in learning STAD cooperative types are:

While the lack of type STAD cooperative learning are:

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