scholarly journals The Effects of Type Learning Model Numbered Head Together And Think Pair Share

2018 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Siti Rahayu ◽  
Ari Suningsih
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Homogeneity Test ◽  
Learning Models ◽  
The Mean

The aim of this research is to know the difference of the average of mathematics learning outcomes between the students Whose learning using cooperative learning model of type Head Head Together (NHT) Whose learning with the students using Think Pair Share (TPS) on the subject matter of the Circle. The population in this research is the eighth class of the second half of SMP N 1 Adiluwih in the academic year 2017-2018. Sampling was taken by cluster random sampling technique. The research instrument used to Obtain the data in the form of the test while for the data analysis is done normality test and homogeneity test. Since the sample comes from a normal and homogeneous distributed the data then it is continued with t-Test. Result of the data analysis can be concluded that there is difference of the mean result of student learning of mathematics using NHT type cooperative learning models with a mean of mathematics learning result of student using TPS learning models and the mean of student learning result by using cooperative learning model of type NHT is greater than the average mathematics learning outcomes of students taught by using the TPS learning models.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 3 TAPUNG HILIR

2021 ◽  
Vol 2 (2) ◽  
pp. 177
Author(s):  
Agus Hadi Muswanto
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
The Third ◽  
The Mean

The purpose of this study was to improve mathematics learning outcomes of Grade VII students of SMP Negeri 3 Tapung Hilir. The formulation of the problem is whether the application of the cooperative learning model type Numbered Head Together can improve mathematics learning outcomes of Grade VII students of SMP Negeri 3 Tapung Hilir? The hypothesis of this study is: if the cooperative learning model Numbered Head Together is applied, it can improve the mathematics learning outcomes of Grade VII students of SMP Negeri 3 Tapung Hilir. This research was carried out as much as III success. The percentage of teacher activity in the first cycle was 66.7% (category: good), in the second cycle was 83.3% (category: very good) and in the third cycle was 93.8% (category: very good). While the percentage of student learning activities in the first cycle was 51.4% (category: enough), in the second cycle was 64.9% (category: good) and in the third cycle was 83.9% (category: very good). Based on data analysis and research discussion. The mean student learning outcomes have increased. The mean student learning outcomes on the base score were 60.1, in the first cycle 69.2, in the second cycle 75.2 and in the third cycle 84.3. Based on the results of the research it can be concluded that the application of the Numbered Head Together cooperative learning model can improve mathematics learning outcomes of Grade VII students of SMP Negeri 3 Tapung Hilir

scholarly journals Pengaruh Model Pembelajaran Student Teams Achievement Division (STAD) Terhadap Aktivitas Belajar Matematika

2021 ◽  
Vol 7 (1) ◽  
pp. 48-54
Author(s):  
Hamni Fadlilah Nasution ◽  
Desy Romanisyahniar
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Student Response ◽  
Learning Activities ◽  
Homogeneity Test ◽  
Learning Method

Tujuan dari penelitian ini adalah 1) untuk mengetahui ada pengaruh model pembelajaran kooperatif tipe STAD terhadap aktivitas belajar matematika siswa dalam pembelajaran persamaan garis lurus dikelas VIII SMP N 2 Sumberjo. Populasi dalam penelitian ini adalah seluruh kelas VII yang berjumlah 82 siswa. Sampel dalam penelitian ini sebanyak 31 orang sebagai kelas eksperimen. Instrumen yang digunakan untuk mengumpulkan data tentang aktivitas belajar siswa adalah dengan menggunakan instrumen berupa lembar observasi yang berbentuk daftar cek memuat indikator-indikator aktivitas belajar yang dilakukan siswa. teknik analisis data yang digunakan adalah, uji normalitas, uji homogenitas, uji hipotesis atau uji t. Berdasarkan hasil analisis data yang diperoleh dapat disimpulkan bahwa terdapat metode pembelajaran kooperatif tipe STAD terhadap komunikasi matematika siswa pada materi Persamaan Kuadrat, dilihat dari hasil perhitungan uji t yang ditunjukkan pada table diatas diperoleh nilai signifikan 0,000 yang berarti lebih kecil dari taraf signifikan yaitu 0,05 yang berarti terdapat perbedaan aktivitas belajar siswa matematika yang menggunakan model STAD yang signifikan antara prettes, maupun post-tes. Hasil Observasi aktivitas belajar siswa ditunjukkan dengan kategori aktif. sedangkan Respon siswa terhadap pembelajaran matematika menggunakan model pembelajaran kooperatif tipe STAD menunjukkan keseluruhan menyatakan Ya. Hal ini berarti siswa memberikan respon Ya terhadap pembelajaran matematika dengan metode pembelajaran kooperatif tipe STAD karena siswa lebih kreatif dan dapat beraktivitas dengan kelompok lainnya.The objectives of this study were 1) to determine the effect of the STAD cooperative learning model on students' mathematics learning activities in learning straight line equations in class VIII SMP N 2 Sumberjo. The population in this study were all class VII students totaling 82 students. The sample in this study were 31 people as the experimental class. The instrument used to collect data about student learning activities was to use an instrument in the form of an observation sheet in the form of a checklist containing indicators of student learning activities. The data analysis technique used is normality test, homogeneity test, hypothesis test or t test. Based on the results of the data analysis obtained, it can be concluded that there is a STAD type of cooperative learning method for students' mathematics communication in the Quadratic Equation material, seen from the results of the t test calculation shown in the table above, a significant value of 0.000 is obtained which means it is smaller than the significant level of 0.05. which means that there are significant differences in student learning activities using the STAD model between the prettes and the post-test. The results of the observation of student learning activities are indicated by the active category. while the student response to mathematics learning using the cooperative learning model type STAD shows that the whole states Yes. This means that students respond Yes to learning mathematics with the STAD cooperative learning method because students are more creative and can do activities with other groups.

scholarly journals Implementasi Model Pembelajaran Kooperatif Contextual Teaching and Learning untuk Meninggkatkan Hasil Belajar Matematika Pokok Bahasan Aritmatika Sosial bagi Siswa SMP Negeri 1 Pemenang

2022 ◽  
Vol 9 (1) ◽  
pp. 159
Author(s):  
Uswatun Hasanah
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Contextual Teaching

The purpose of this research is to improve the mathematics learning outcomes of social arithmetic subjects for students through the application of the contextual teaching and learning (CTL) cooperative learning model. The research method used is classroom action research which is carried out in two cycles. The subjects of this study were students of class VII.2 of SMP Negeri 1 Pemenang, totaling 21 students. This research instrument uses observation sheets, documentation, and tests. While the data analysis technique used is quantitative descriptive analysis. The results of this study indicate that student learning outcomes have increased by an average of 9% obtained from the average evaluation of student learning outcomes from the first cycle is 76% then increased in the second cycle to 85%. Based on data analysis during cycles I and II, it can be concluded: (1) The application of the CTL cooperative learning model is the best alternative in learning mathematics, (2) The application of the cooperative model can create participatory and multidirectional learning, (3) Through the application of the CTL cooperative learning model, it can improve student learning outcomes. The results also show changes in the classroom atmosphere that tend to be democratic and changes in teacher attitudes to care more about the classroom atmosphere.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation (GI) Terhadap Hasil Belajar Matematika Siswa SMP

2021 ◽  
Vol 1 (4) ◽  
pp. 590-596
Author(s):  
Ika Kurniawati ◽  
Laila Hayati ◽  
Nurul Hikmah ◽  
Nyoman Sridana
Keyword(s):  
High School Students ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Homogeneity Test ◽  
School Students ◽  
Two Samples

This research is a quasi-experimental study that aims to determine the effect of the Group Investigation (GI) type of cooperative learning model on the mathematics learning outcomes of junior high school students. The population in this study were all VIII grade students of SMP Negeri 2 Kediri, which were divided into three classes. The research sample of two classes was taken by the purposive sampling technique. The data collection technique using tests and observation sheets. The experimental class uses a Group Investigation (GI) type of cooperative learning model and the control class uses a direct learning model. The sample in the study was class VIII-A as the experimental class and class VIIIB as the control class. The normality test and homogeneity test showed that the two samples were normally distributed and homogeneous. The data analysis using t test with  show  and  so  is rejected. So it can be concluded that there is an effect of the Group Investigation (GI) type of cooperative learning model on students mathematics learning outcomes. To find out how much the effect of the Group Investigation (GI) type of cooperative learning model has on the students mathematics learning outcomes, it can be done by using effect size calculations with Cohen’s formula and the calculation results are 1.18 including in the high category. This means that the application of the Group Investigation (GI) type of cooperative learning model has a high effect on the mathematics learning outcomes of VIII grade students of SMP Negeri 2 kediri academic year 2021/2022

scholarly journals Pengaruh Model Pembelajaran Kooperatif Student Teams Achievment Devision (STAD) dan Rasa Percaya Diri Siswa terhadap Hasil Belajar Matematika Siswa SMA

2018 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Giyanti Giyanti
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Homogeneity Test ◽  
Self Confidence ◽  
Student Teams ◽  
Learning Mathematics ◽  
Difficulty Index

This study aims to determine the effect of learning model on the mathematics learning outcomes of the students, knowing the influence of students' self-confidence in the results of learning mathematics. Furthermore, to determine the effect of learning models and students' self-confidence altogether to the result of learning mathematics. The research used is experimental method. The samples used from the affordable population taken from 34 people as the sample of the test instrument, and 68 people as the research sample using proportional random sampling technique from all grade X on SMA Negeri 3 Kabupaten Tangerang. The data were collected by giving the result of learning tests and questionnaires. The data analysis consists of testing the research instrument of validity, reliability, difficulty index, and distinguishing power*. Furthermore, there are the test of requirement analysis through normality and homogeneity test. The hypothesis tested by ANOVA 2 Lanes and Tukey. This study was conducted on February to May, 2017. Based on the results of the hypothesis and data analysis, it is concluded that the following things are: 1) There is an influence between the learning model on the learning outcomes of mathematics. 2) There is an influence between students' self-confidence on mathematics learning outcomes. 3) There is an interaction effect between learning methods and students' self-confidence on mathematics learning outcomes.

scholarly journals EFFECTIVENESS OF APPLYING COOPERATIVE LEARNING MODEL OF COMBINATION TYPE THINK PAIR SHARE (TPS) AND TWO STAY-TWO STRAY (TSTS) WITH CONTEXTUAL APPROACH IN MATHEMATICS LEARNING IN GRADE AT SMPN 3 LANGGUDU IN BIMA DISTRICT

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Subhanudin Subhanudin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Material ◽  
Contextual Approach ◽  
The Mean ◽  
Learning Data ◽  
The Ideal

The study aims at examining the effectiveness of cooperative learning model combined with Think Pair Share (TSTS) type and Two Stay-Two Stray (TSTS) type with contextual approach in Mathematics learning in grade VIII at SMPN 3 Langgudu in Bima district based on Mathematics learning outcomes, students’ activities, and students’ response. The type of the study was pre-experimental design with one group pretest-posttest design. The populations of the study were all public junior high schools in Langgudu subdistrict of Bima district of academic year 2017/2018 with the total of 17 schools consisted of 497 students of grade VIII. Simple random sampling technique was used to choose the sample regardless the existing strata in population and obtained one school as the experiment, namely SMPN 3 Langgudu with 40 students of grade VIII. The instruments used in this research were observation sheet of learning implementation, learning result test, observation sheet of students’ activities in learning, and questionnaire of students’ response on learning. Data collections consisted of students’ learning result, data of students’ activities in learning, and data of students’ response in learning. Data were analyzed by employing descriptive and inferential analys. The results of the study based on descriptive analys reveal that (1) Mathematics learning outcomes in experiment class is in moderate category with the mean score 75.48, and standard of deviaton 8.25 from the ideal score 100, (2) the classical completeness level in posttest is 85% in complete category, (3) the mean of normalization gain is in moderate category with the mean score 0.60, standard of devation 0.11 from the ideal score 1, (4) the students’ activities in learning is in good category with the mean score 3.3, (5) the students’ response on the implementation of cooperative learning combined with TPS and type TSTS type with contextual approach is in positive category with the mean score 3.3, standard of deviation 0.27 from the ideal score 1. The result based on inferential analysis to examine hypothesis at the level of significance α = 0.05 using one sample t test with SPSS 20 reveals that the data of learning outcomes in posttest, normalized gain, and data of students’ response, it can be concluded that the application of cooperative learning model of Think Pair Share type and Two Stay-Two Stray type with contextual approach is effective to be applied on cube and block learning material in grade VIII at SMPN 3 Langgudu in Bima district.

scholarly journals MENINGKATKAN KEMAMPUAN BELAJAR FISIKA MELALUI MODEL PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER BERBANTUAN EDMODO

EDUTECH ◽  
2018 ◽  
Vol 17 (2) ◽  
pp. 176
Author(s):  
Nurul Fadila
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Homogeneity Test ◽  
Cluster Random Sampling

Abstract. The research problem is the low level of student learning independence in learn-ing physics that have an impact on the low student learning outcomes. The purpose of this study was to find out the improvement of the independence of learning physics that has an impact on student learning outcomes using cooperative learning model of Numbered Head Together type assisted edmodo. This research use quasi-experiment design. The population in the study was all students of class X SMK N 2 Medan. The research sample consisted of 2 classes, each of which consisted of 30 students, use cluster random sampling technique. Data collection techniques for measure learning independence in form of multiple choice questionnaires totaling 15 items. Data analysis techniques used include normality test, homogeneity test, t-test, and N-gain test. The re-sults of study using the t-test obtained by tcount 4,863 while the t table was 2,002. So that t count> t table (4.863> 2.002) then Ha is accepted and the N-gain test shows that there is an increase in student learning independence of 0.07. From this study it can be concluded that through Edmodo assisted type Numbered Head Together cooperative learning model can increase the independence of students' physics learning. Abstract. Latarbelakang masalah penelitian ini adalah rendahnya tingkat kemandirian belajar siswa dalam pelajaran fisika yang berdampak pada rendahnya hasil belajar siswa. Tujuan dilakukan penelitian ini untuk mengetahui peningkatan kemandirian belajar fisika yang berdampak pada hasil belajar siswa melalui model pembelajaran kooperatif tipe Numbered Head Together berbantuan edmodo. Penelitian ini menggunakan quasi eksperiment design. Populasi dalam penelitian adalah seluruh siswa kelas X SMK Negeri 2 Medan. Sampel penelitian terdiri dari 2 kelas, yang masing-masing berjumlah 30 siswa, menggunakan teknik cluster random sampling. Teknik pengumpulan data untuk mengukur kemandirian belajar berupa kuesioner angket pilihan berganda yang berjumlah 15 item. Teknik analisis data yang digunakan meliputi uji normalitas, uji homogenitas, uji-t, dan uji N-gain. Hasil penelitian dengan menggunakan uji-t diperoleh thitung sebesar 4,863 sedangkan ttabel sebesar 2,002. Sehingga thitung > ttabel (4,863 > 2,002) maka Ha diterima dan uji N-gain menunjukkan terdapat peningkatan kemandirian belajar siswa sebesar 0,07. Dari penelitian ini dapat disimpulkan bahwa melalui model pembelajaran kooperatif tipe Numbered Head Together berbantuan edmodo dapat meningkatkan kemandirian belajar fisika siswa.

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

COMPARISON OF LEARNING MATH LEARNING RESULT STUDENTS WITH SAVI MODEL AND NHT MODEL ON STUDENT SMKN 1 KOLAKA

2018 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
S. Supratman ◽  
Sri Wulandari Muhlis
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Mathematics Students ◽  
Learning Models ◽  
Maximum Value ◽  
Learning Mathematics

The formulation of the problem in this research are: (1) How the result of learning mathematics of students after taught by SAVI learning model?, (2) How the result of learning mathematics of students after taught by NHT learning model?, (3) Is the result of learning mathematics of students who taught with SAVI learning model is higher than students taught by NHT learning model. The purpose of this study are: (1) To know how the results of learning mathematics students after teaching with SAVI learning model, (2) To find out how the results of learning mathematics students after being taught with NHT learning model, (3) To determine whether the results of learning mathematics students taught by SAVI learning models higher than students taught by NHT learning models. Type of research using experimental method. The population in this study is all students of class X spread in 11 parallel classes with the number of 310 people. Sampling was done by using cluster random sampling technique. In this research as a sample taken 2 classes from the entire population that is class X A3 as experiment class 1 using SAVI learning model and class X A1 as experiment class 2 using NHT learning model. From result of data analysis obtained that: (1) result of student learning taught by using SAVI learning model which consist of 25 students show minimum value 62, maximum value 96, mean (mean) 80,36, with standard deviation 9,10; (2) student learning outcomes taught using NHT learning model consisting of 25 students showing minimum score 62, maximum value 96, mean (mean) 79,62, with standard deviation 10,512; (3) result of t-test analysis using independent sample t-test obtained tcount = 0,302 at = 0,05 with degrees of freedom (dk) = 48 obtained t table = 2,011. Because t <t table then Ha is rejected and H0 is accepted. So it can be concluded that the mathematics learning outcomes of students who were taught with the SAVI model was not higher than the students taught by the NHT model.

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