THE INFLUENCE OF NHT-TYPE COOPERATIVE LEARNING MODEL ON MATHEMATICS LEARNING OUTCOMES REVIEWED FROM THE STUDENTS’ INTERESTS
DOI:
https://doi.org/10.33477/mp.v9i2.1908Keywords:
NHT Learning, Hands-on Learning, Learning Outcomes, Learning InterestsAbstract
This article aims at finding out (1) the differences in the mathematics learning outcomes of the students who follow NHT type cooperative learning with the students who follow direct learning, (2) the influence of interaction between the learning model used and the students’ learning interests, (3) the difference in the mathematics learning outcomes between the students who follow NHT type cooperative learning and the students who follow direct learning reviewed from high learning interests, (4) differences in students’ mathematics learning outcomes between the students who follow NHT type cooperative learning and the students who follow direct learning reviewed from low learning interests. This the type of pseudo-experimental research. The instruments used are test of learning outcomes, questionnaires of students' learning interests, and observation of the Lesson Plan implementation. The analytical techniques used are descriptive analysis techniques and inferential statistical analysis with ANOVA tests, and Tukey advanced tests. Based on the results of the ANOVA test and Tukey advanced test obtained that there are significant differences in the mathematics learning outcomes between using a cooperative learning model NHT type and the direct learning model in the students who have a high interest in learning. Based on the data analysis, it is obtained the significant value of < α (0.010 < 0.05) then H0 is rejected. Therefore, it is concluded that there are significant differences in mathematics learning outcomes between using NHT-type cooperative learning model and the direct learning model in the students who have a low interest in learning.References
Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History. Asian Culture and History, 7(1), 210–219. Retrieved from http://www.ccsenet.org/journal/index.php/ach/article/download/42309/23131
Ardila, A., & Hartanto, S. (2017). Faktor yang Mempengaruhi Rendahnya Hasil Belajar Matematika Siswa MTS Iskandar Muda Batam. PYTAGORAS: Jurnal Program Studi Pendidikan Matematika, 6(2), 175–186. https://dx.doi.org/10.33373/pythagoras.v6i2.966
Arpiah, A. (2020). Penerapan Model Pembelajaran Kooperatif Tipe NHT Untuk Meningkatkan Minat Dan Hasil Belajar Matematika. Primatika : Jurnal Pendidikan Matematika, 9(1), 43–52. https://doi.org/10.30872/primatika.v9i1.251
Cahyaningsih, U. (2018). Penerapan Model Pembelajaran Tipe TAI (Team Assisted Individualization) untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Matematika. Jurnal Cakrawala Pendas, 4(1), 1–14. https://dx.doi.org/10.31949/jcp.v4i1.707
Dadri, P. C. W., Dantes, N., & Gunamantha, I. M. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe NHT terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Matematika Siswa Kelas V SD Gugus III Mengwi. Pendasi: Jurnal Pendidikan Dasar Indonesia, 3(2), 84–93. https://doi.org/10.23887/jpdi.v3i2.2870
Erikson, M. G., & Erikson, M. (2018). Learning Outcomes and Critical Thinking-Good Intentions in Conflict. Studies in Higher Education, 1–11. https://doi.org/10.1080/03075079.2018.1486813
Filda, F., & Rulianto. (2020). Penerapan Model Pembelajaran Kooperatif Tipe Number Head Together untuk Meningkatkan Minat dan Hasil Belajar IPS Sejarah pada Siswa Kelas VII.3 SMPN 7 Denpasar. Jurnal Santiaji Pendidikan (JSP), 10(1), 1–5. https://doi.org/10.36733/jsp.v10i1.700
Harmono, S. (2017). Pengaruh Model Pembelajaran Quantum Dan Gaya Belajar Terhadap Pemahaman Konseptual Dan Ketrampilan Gerak Pada Mata Pelajaran Pendidikan Jasmani Olahraga Dan Kesehatan Siswa SMA Kota Kediri. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran, 3(1), 103–114. https://doi.org/10.29407/js_unpgri.v3i1.745
Klassen, S., & Klassen, C. F. (2014). The Role of Interest in Learning Science Through Stories. Interchange, 14, 133–151. https://doi.org/10.1007/s10780-014-9224-4
Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic Achievement Prediction: Role of Interest in Learning and Attitude Towards Schoo. International Journal of Humanities Social Sciences and Education, 1(11), 73–100. Retrieved from https://www.arcjournals.org/pdfs/ijhsse/v1-i11/10.pdf
Kurniawan, B., Wiharna, O., & Permana, T. (2017). Studi Analisis Faktor-faktor yang Mempengaruhi Hasil Belajar pada Mata Pelajaran Teknik Listrik Dasar Otomotif. Journal of Mechanical Engineering Education, 4(2), 156–162.
Mahajan, M., & Singh, M. K. S. (2017). Importance and Benefits of Learning Outcomes. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 22(3), 65–67. Retrieved from https://www.researchgate.net/profile/Manvender_Kaur_Sarjit_Singh/publication/315637432_Importance_and_Benefits_of_Learning_Outcomes/links/599c40d1aca272dff12b6eec/Importance-and-Benefits-of-Learning-Outcomes.pdf
Muliandari, P. T. V. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe NHT (Numbered Head Together) Terhadap Hasil Belajar Matematika. International Journal of Elementary Education, 3(2), 132–140. https://dx.doi.org/10.23887/ijee.v3i2.18517
Ngalimun. (2014). Strategi dan Model Pembelajaran. Yogyakarta: Aswaja Pressindo.
Oktivianto, O. I., & Hudaidah. (2018). Pengaruh Implementasi Model Pembelajaran Role Playing dengan Media Film terhadap Motivasi Belajar Peserta Didik dalam Pelajaran Sejarah Materi Perang Palembang Kelas X di SMA Srijaya Negara Palembang. Jurnal Pendidikan, 3(2), 113–118. https://dx.doi.org/10.26740/jp.v3n2.p113-118
Razali, M. S. B. M., & Raop, N. B. A. (2018). Mengenalpasti Faktor-faktor yang Mempengaruhi Pencapaian Akademik Pelajar Sarjana Muda Psikologi, Kolej Universiti Islam Melaka (KUIM). Jurnal Sains Sosial Malaysian Journal of Social Science, 3(1), 77–87. Retrieved from http://journal.kuim.edu.my/index.php/JSS/article/view/466
Ricardo, & Meilani, R. I. (2017). Impak minat dan motivasi belajar terhadap hasil belajar siswa (The impacts of students’ learning interest and motivation on their learning outcomes). Jurnal Pendidikan Manajemen Perkantoran, 2(2), 188–201. https://doi.org/10.17509/jpm.v2i2.8108
Siregar, N. R. (2017). Persepsi Siswa pada Pelajaran Matematika: Studi Pendahuluan Pada Siswa yang Menyenangi Game. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia, 1, 22–24. Retrieved from http://jurnal.unissula.ac.id/index.php/ippi/article/view/2193
Solikhah, I., & Budiharso, T. (2019). Investigating the Learning Outcomes of an INQF-Based English Language Teaching Curriculum in Indonesia. Journal of Social Studies Education Research, 10(4), 153–175. Retrieved from https://www.learntechlib.org/p/216556/
Sugiyadnya, I. K. J., Wiarta, I. W., & Putra, I. K. A. (2019). Pengaruh Model Pembelajaran Kooperatif Learning Tipe NHT terhadap Pengetahuan Matematika. International Journal of Elementary Education, 3(4), 413–422. https://dx.doi.org/10.23887/ijee.v3i4.21314
Suparman, & Husen, D. N. (2015). Peningkatan Kemampuan Berpikir Kratif Siswa Melalui Penerapan Model Pembelajaran Problem Based Learning. Jurnal Bioedukasi, 3(2), 367–372. Retrieved from http://ejournal.unkhair.ac.id/index.php/bioedu/article/view/109
Ummaeroh, R., Gusmania, Y., & Hasibuan, N. H. (2019). Pengaruh Penggunaan LKS Berbasis Inkuiri terhadap Pemahaman Konsep Matematis Siswa Kelas XI IPA SMA. PYTAGORAS: Jurnal Program Studi Pendidikan Matematika, 8(2), 93–98. https://dx.doi.org/10.33373/pythagoras.v8i2.1998
