scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) dan Think Pair Share (TPS) Terhadap Prestasi Belajar Matematika Ditinjau Dari Motivasi Berprestasi

2017 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Erny Untari
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Achievement Motivation ◽  
Learning Model ◽  
Difficulty Level ◽  
Low Achievement ◽  
Discrimination Power ◽  
Quasi Experimental ◽  
And Mathematics

The purposes of this study are to determine: (1) which one have a better mathematics achievement, students who taught by cooperative learning model STAD or TPS type. (2) which one have a better mathematics achievement, students who have high, middle, or low achievement motivation. (3) is there any interaction between learning model and achievement motivation towards mathematics achievement. This study is a quasi experimental research with 2x3 factorial design. The population of this study is all students XI Grade SMA N 1 Kwadungan in academic year 2016/2017. Sampling was done by random technique. The total of sample is 28 students, with details of 14 students for class experiment one and 14 students for class experiment two. The instruments used to collect data are test of prior knowledge in mathematics, achievement motivation questionnaire and mathematics achievement test. The trial of test instrument includes content validity, difficulty level, discrimination power, and reliability. The testing of hypothesis uses two-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) Students who taught by cooperative learning model of TPS type have better mathematics achievement than students who taught by cooperative learning model of STAD type. (2) Students who have high achievement motivation have better mathematics achievement than students who have middle and low achievement motivation, also students who have middle achievement motivation have better mathematics achievement than students who have low achievement motivation. (3) There isn’t interaction between learning model and achievement motivation towards mathematics achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN NUMBERED-HEADS-TOGETHER (NHT) TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA

2018 ◽  
Vol 17 (2) ◽  
pp. 121-128
Author(s):  
Gunawan Maryoto
Keyword(s):  
Data Analysis ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Experimental Research ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Control Groups ◽  
Quasi Experimental ◽  
And Control

This quasi – experimental research aims to determinethe effect of cooperative learning model Think Pair Share (TPS) and Numbered Heads Together (NHT) on students' mathematics achievement, and the effect ofcooperative learning model TPSand NHT on student motivation.Three classes were randomly selected for experiment and control groups, each class consists of 32 students. A questionnaire of 26 items is used to measure motivation test, and a test consisting of nine questions is used for measuring mathematics achievement. T-test was used for data analysis. The findings show that there is significant effect of both cooperative learningTPS model and NHT model onstudent mathematics achievement. However, the effect of  TPS and NHT models on student motivation to learn mathematics is not significant.   Penelitian ini dimaksudkan untuk menganalisis  pengaruh pembelajaran kooperatif tipe TPS dan tipe NHT terhadap motivasi dan hasil belajar matematika. Penelitian ini melibatkan 3 kelas experimen dan kelas control, masing-masing terdiri dari 32 siswa. Instrumen yang digunakan berupa tes motivasi yang terdiri dari 26 indikator, dan tes matematika yang terdiri dari 9 pertanyaan. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPS terhadap hasil belajar matematika siswa, demikian pula penggunaan model pembelajaran kooperatif tipe NHT juga berpengaruh positif terhadap hasil belajar matematika siswa.  Namun tidak ada perbedaan signifikan hasil belajar matematika menggunakan model pembelajaran kooperatif tipe TPS dengan model pembelajaran kooperatif tipe NHT. Di samping itu ditemukan pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPSdan Tipe NHT terhadap motivasi belajar matematika siswa.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Kiki Riska Ayu Kurniawati ◽  
Budiyono Budiyono ◽  
Dewi Retno Sari S
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Direct Learning

<p><strong>Abstract</strong>: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of <em>Jigsaw</em> type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.</p><p><strong>Keywords</strong>:  <em>Jigsaw</em>, NHT, interpersonal intelligence</p>

scholarly journals Eksperimentasi Pembelajaran Interaktif Setting Kooperatif (PISK) dan Student Team Achievement Division (STAD) pada Materi Peluang ditinjau dari Aktivitas Belajar Siswa Tahun Pelajaran 2012/2013

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Fhela Vhantoria Ningrum
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Analysis Of Variance ◽  
Sampling Technique ◽  
Learning Model ◽  
Conventional Model ◽  
Balance Test ◽  
Student Activities ◽  
Quasi Experimental ◽  
Low Activity

The aim of the research was to determine the effect of PISK, STAD and conventional approach to the mathematics achievement viewed from student activities. This research was a quasi experimental using 3x3 factorial design. The populations of the research were all students of senior high school in Sukoharjo Regency. The sampel was 9 classes and it was taken using stratified random sampling technique. The instruments used to collect data were student activities questionnaire and mathematics achievement test. The requirements test for data included the population normality test using Lilliefors method and the population homogenity variance test using Bartlett method. The balance test toward student’s early ability in mathematics data using unbalance one-way analysis of variance and it was concluded that experimental and control classes had balance prior knowledge in  mathematics. The testing of hypotesis using unbalance two-way analysis of variance. The conclusion of this research shows as follows. (1) Students taught by PISK cooperative learning model had better mathematics achievements than students taught by STAD cooperative learning model and conventional model. In addition, STAD cooperative learning model and conventional model gave the same mathematics achievement. (2) Students in high activity had better mathematics achievement than students in middle and low activity; also students in middle activity had better mathematics achievements than students in low activity. (3) There was an interaction between learning model and activity toward mathematics achievement

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TIPE JIGSAW TERHADAP HASIL BELAJAR FISIKA DITINJAU DARI MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Aris Doyan ◽  
Wayan Gunada ◽  
Susilawati ◽  
Ida AYu Desy Adriani
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Analysis Technique ◽  
Two Samples ◽  
Quasi Experimental ◽  
Class Viii ◽  
Learning Analysis

The research is aimed to finding difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, difference of effect the students whose achievement motivation on result of physic learning and interaction of effect between the learning model implementation and the achievement motivation on the result of physic learning. This type of research is quasi experimental with Factorial Design of 2x2. The population in this research is all Class VIII SMPN 12 Mataram with used technique cluster random sampling. There are two samples that are class VIII C as an experiment class I and class VIII D as experiment class II. The experiment class I used the treatment STAD cooperative learning model and the experiment class II used the treatment Jigsaw cooperative learning. Analysis technique using analysis of variance (ANOVA) two way different cells. Based on by calculation hypothesis testing obtained that, FA hint (6,37) > Ftable (4,02) then Ho1 rejected, FB hint (12,37) > Ftable (4,02) then Ho2 rejected,, FAB hint (0,96) < Ftable (4,02) then Ho3accepted. With significant level 0,05 obtained that there is a difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, there is a difference of effect the students whose achievement is high and low motivation on the result of physic learning and there is no interaction between of cooperative learning model STAD and Jigsaw type with achievement motivation towards of physics learning.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Annisa Swastika ◽  
Mardiyana Mardiyana ◽  
Sri Subanti
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Model ◽  
Ability Test ◽  
Communication Ability ◽  
And Mathematics ◽  
Instruction Model

<p><strong>Abstract: </strong>The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.<strong></strong></p><strong>Key words</strong>: TGT, Talking Chips, and mathematics communication ability

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA DITINJAU DARI KEMAMPUAN SPASIAL SISWA

2016 ◽  
Vol 14 (2) ◽  
pp. 121-142
Author(s):  
Habib Ratu Perwira Negara ◽  
Tri Atmojo K ◽  
Imam Sujadi
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Current Report

The current research intends to find out the different effect of the Jigsaw type of cooperative learning model with CTL approach, the Jigsaw type of cooperative learning model without CTL approach, and the direct learning model towards students mathematics learning achievement and affective aspect regarding student spatial ability which is categorized into high, medium and low. The research was quasi experimental. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach results a better affective effect than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. More findings are elaborated further on the discussion and conclusion part of the current report.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2015 ◽  
Vol 16 (1) ◽  
pp. 1-14
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both on students who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills.   Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing, baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals Keefektifan cooperative learning CRH dan NHT ditinjau dari sikap dan prestasi belajar matematika siswa

2016 ◽  
Vol 11 (2) ◽  
pp. 160
Author(s):  
Noor Laila Atini ◽  
Ali Mahmudi
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Mathematics Learning ◽  
Attitudes Toward Mathematics ◽  
Learning Model ◽  
T Test ◽  
Learning Achievement ◽  
Group Design ◽  
And Mathematics ◽  
Student's Attitudes

Penelitian ini bertujuan untuk mendeskripsikan keefektifan cooperative learning  tipe Course Review Horay (CRH) dan tipe Numbered Heads Together  (NHT) yang ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket sikap siswa terhadap matematika. Untuk menguji keefektifan pembelajaran matematika dengan kedua model pembelajaran digunakan analisis one sample t-test. Selanjutnya untuk membandingkan keefektifan pembelajaran matematika dengan kedua model pembelajaran data dianalisis dengan menggunakan uji T2 Hotelling, dan independent t-testuntuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif CRH dan NHT efektif ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika dan model pembelajaran kooperatif tipe CRH lebih efektif dibanding model pembelajaran kooperatif tipe NHT ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika siswa.Kata kunci: pembelajaran kooperatif, CRH, NHT, sikap siswa terhadap matematika, prestasi belajar matematika siswa The effectieveness of cooperative learning CRH and NHT in terms of attitudes and mathematics learning achievement of students AbstractThis study aims to describe the effectiveness of cooperative learning Course Review Horay (CRH) type and Numbered Heads Together (NHT) type in terms of student’s attitudes toward mathematics and mathematics learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent group design. It involved two experimental groups. The data collecting instruments consisted of a mathematics learning achievement test and questionnaires for students’ attitudes towards mathematics. To test the effectiveness of the mathematics learning through the CRH and NHT cooperative learning model, the one-sample t-test was carried out. Then, to compare the effectiveness of the two model, the data were analyzed using the T2 Hotelling test, and the independent t test to find out which of the two model was more effective. The results of the study show that mathematics learning through the CRH and NHT cooperative learning is effective in terms of student’s attitudes toward mathematics and mathematics learning achievement and the CRH cooperative learning model is more effective than the NHT cooperative learning model in terms of student’s attitudes toward mathematics and mathematics achievement of student’s. Keywords: cooperative learning, CRH, NHT, student’s attitude toward mathematics, mathematics achievement of student’s.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN TIPE KEPRIBADIAN TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA BUDDHA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 22
Author(s):  
Rudi Hardjon ◽  
Sahat Siagian ◽  
R Mursid
Keyword(s):  
Experimental Study ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Personality Type ◽  
Learning Model ◽  
Personality Types ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental

Abstrak: Penelitian kuasi eksperimen ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar Pendidikan Agama Buddha antara siswa yang dibelajarkan dengan menggunakan Model Pembelajaran Kooperatif tipe Jigsaw dan tipe Number Head Together, (2) perbedaan hasil belajar siswa yang memiliki kepribadian tipe ekstrovert dan introvert, dan (3) interaksi antara model pembelajaran kooperatif dan tipe kepribadian dalam memengaruhi hasil belajar Pendidikan Agama Buddha.Pengujian hipotesis menunjukkan bahwa : (1) hasil belajar Pendidikan Agama Buddha siswa yang dibelajarkan dengan Model Pembelajaran Kooperatif tipe Jigsaw lebih tinggi dibandingkan dengan hasil belajar Agama Buddha siswa yang dibelajarkan dengan Model Pembelajaran Kooperatif tipe NHT dengan Fhitung= 6,548 > Ftabel=3,96 pada taraf signifikansi α = 0,05 dengan dk=(1,76),  (2) hasil belajar dengan  kepribadian tipe ekstrovert lebih tinggi dari siswa dengan kepribadian tipe introvert, dan (3) terdapat interaksi antara penerapan model pembelajaran kooperatif dengan tipe kepribadian dalam memengaruhi hasil belajar Pendidikan Agama Buddha yaitu F­hitung= 40,70 > F­­tabel=3,96 pada tingkat signifikansi α = 0,05 dengan dk = (1,76).  Kata Kunci: model pembelajaran, gaya berpikir sekuensial, hasil belajar bahasa jerman Abstract: This quasi-experimental study aims to determine: (1) differences in learning outcomes of Buddhist Education between students who are taught using the Jigsaw Cooperative Learning Model and the Number Head Together type, (2) differences in learning outcomes of students who have extrovert and introverted personality types , and (3) the interaction between cooperative learning models and personality types in influencing the learning outcomes of Buddhist Religion Education. The testing of hypotheses shows that: (1) the learning outcomes of students of Buddhist Religion are taught by the Jigsaw Cooperative Learning Model is higher than the Religion learning outcomes Buddhist students who were taught by the NHT type of Cooperative Learning Model with Fcount = 6.548> Ftable = 3.96 at the significance level α = 0.05 with dk = (1.76), (2) learning outcomes with extrovert type personality were higher than students with introvert type personality, and (3) there is an interaction between the application of mo del cooperative learning with personality type in influencing the learning outcomes of Buddhist Religion namely Fcount = 40.70> Ftable = 3.96 at the significance level α = 0.05 with dk = (1.76). Keywords: learning model, sequential thinking style, German learning outcomes

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