Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER III METHODOLOGY
A. Location and Subject
1. Location of Research
This research is implemented in Private Junior High School in Bandung on April 2014. The school is using National Curriculum of 2006 Kurikulum Tingkat
SatuanPendidikanKTSP 2.
Population and Sample Population of this research is all of junior high school students‟ ability in
scientific creativity and cognitive achievement. The sample of the student is one class of 7
th
grader. The sampling method that is carried out is convenient sampling the sampling technique based on soliciting due to the possibility of
sampling availability in the field. Hultsch, Macdonald, Hunter, Maitland, Dixon, 2002
B. Research Method and Design
1.
Research Method
Research method that is used in this experiment iscombination of pre experimental and descriptive. This is related to the purpose of the research which is
to investigate the impact of NHT implementation toward improvement of students‟ scientific creativity and concept mastery in learning global warming. This method is
not a method of true experiment, due to the persistence of the effect of other variables on the expected results.
Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
2. Research Design Considering the number of classes that is given treatment is only one class in the
absence of comparable classes and control class, the research design used in this study is one group post-test design. the observations made after the treatment given
is called the post-test. Hence, the research design will be the effect of a treatment in form of teaching-learning process using Numbered Heads Together NHT, and
eventually the results of the treatment will be investigated using the post-test and compare the results with the school standard score.
C. Research Instrument
The research instruments to collect the data in this research was adapted from the scienctific creativity test for secondary school as developed by Hu Adey
2002, mastery concept test both group and individual using the cognitive domain developed by Anderson et. al 2001, unstruced questionnaire and rubrics from
Sejati 2013. And It consist of: 1.
Scientific creativity test, in form of scientific creativity test for secondary school students to measure students scientific creativity in learning ecosystem.
2. Mastery Concept test in a form of multiple choice question is used to measure
students‟ mastery concept before and after treated byNumber Heads Together in ecosystem concept.
3. Problem based test is used to measure students cognitive and scientific
creativity in a group as the imp lementation of stage ”heads together” as the part of
the implementation of Number Heads Together. 4.
Unstructured questionnare form, this instrument also used for analyzing the students‟ response towards implementation of Number Heads Together in
ecosystem concept.
5. Rubrics observation of implementation process of Numbered Heads Together
both for the teacher and the students.
Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
a Mastery Concept Test Pretest and Posttest
The students‟ mastery concept is the quantitative data that will be gained from this research. The data will be collected through mastery concept test in form of
multiple choice consist of 20 questions. The students‟ mastery concept that will be measured is only in learning global warming. The result will be collected
then analyzed using the normalized gain formula.
Table 3.1 Mastery Concept Test Pretest and Posttest Item Specification
Concept C1
C2 C3
C4 C5
C6 Total
Human Activities Effect toward
ecosystem -
1,2,3 -
- -
- 3
15
Global Warming as effect of human
activities toward ecosystem
- 4,5,6,7,8
- 9
- -
6 30
Deforestation -
10,11,12 13,14 15
- -
6 30
Effects of Deforestation
- 16,17
18,19 20 -
- 5
25
Percentage 65
20 15
20 100
b Mastery Concept Test Group Test
The second data on this research is the results of group test. The group test data will be gained through four modified essays questions. The answers of students‟
group will be analyzed using revised cognitive level taxonomy. The results will show the resu
lts of “heads together” stage in the number heads together. Table 3.2 Mastery Concept Test Group Test Item Specification
Concept C1
C2 C3
C4 C5
C6 Total
Human Activities Effect toward ecosystem
- -
1 -
- 1
25 Global Warming as
example of effect of human activities toward
ecosystem -
- 2
- -
1 25
Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Concept C1
C2 C3
C4 C5
C6 Total
Deforestation -
- 3
- -
1 25
Effects of Deforestation -
- 4
- -
1 25
Percentage 100
100 100
c Scientific Creativity
The third data of this research is students‟ scientific creativity. The data will be
gained using the adaption of scientific creativity test for junior high school developed by Hu and Adey 2002. Students‟ scientific creativity will be
determined using specific table of measurement. This following table below will show the result of students‟ scientific creativity based several specific indicators
as shown.
Table 3.3 Scientific Creativity Test Item Specification
Indicator Number
Of Item Percentage
Unusual use of object
1 25
Sensitivity to science problem
1 25
Improvement of Technical product
1 25
Science Problem Solving
1 25
d Questionnaire of Students‟ Responses
Non-test data collection through questionnaire was used to determine the response of the students towards
students‟ learning in ecosystem using Number Heads Together. The data obtained from the questionnaire is a secondary
instrument, and it is processed by a percentage calculation. The blue print of students‟ response questionnaire is shown in Table 3.4:
Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Table 3.4 Students‟ Response Item Specification
Indicators Category and Number
Students‟ response toward team work ability as a group
Positive statement: 1, 3 Negative statement: 2, 4
Students‟ response toward Number Heads Together in learning Global
Warming. Positive statement: 5, 7,9,11,13
Negative statement: 6, 8,10,12,14 Students‟ response in scientific
creativity test Positive statement: 15,17,19
Negative statement: 16,18,20
Students‟ response toward a problem based activity in group discussion
Positive statement: 21,23 Negative statement: 22,24
e Rubrics of Numbered Heads Together Implementation
Rubrics will be used by observer to observe the implementation process of Numbered Heads Together in learning process from both teacher and students
point of view. The data obtained from the rubricis a secondary instrument, and it is processed by a percentage calculation. The rubric will include some indicators
such as explained in Table 3.5 Table 3.5 Teacher‟s Numbered Heads Together Implementation Rubric
Indicator Item Number
Total Item Explaining learning technique to the
students 1, 2
2 Create students‟ participation in discussion 9, 10, 11, 13,
17, 18 6
Supervise students‟ discussion session 5, 6
2 Create conducive learning process
7, 8, 12, 14, 15,16
6 Using teaching-learning utility properly
3,4 2
Drawing a conclusion 19,20
2
Reza Taufik Maulana, 2014 NUMBERED HEADS TOGETHER NHT: AN ENDEAVOUR TO IMPROVE STUDE
NT’S SCIENTIFIC CREATIVITY AND MASTERY CONCEPT IN LEARNING GLOBAL WARMING
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Table 3.6 Students‟ Numbered Heads Together Implementation Rubric Aspect
Indicator Item Number
Opening Activity Students pay attention to teacher‟s
apperception 1
Students come up with their own opinion regarding the topic
2 Student listen to teacher explanation
about Today‟s learning objective 3
Main Activity Students listen to teacher‟s
explanation of NHT Implementation 1
Students move to their group accordingly and neatly
2 Students receive the number for
each and every member of group accordingly and neatly
3
Main Activity
Students pay attention to the video showingteacher explanation
4 Students listen to teacher explanation
5 Students actively discuss and convince
that all members of groups know the answer
6 Students raise their hand when teacher
call out their number 7
Students actively answer the question 8
Aspect Indicators
Item Number Closing Activity
Students draw a conclusion from today‟s lesson
1 Students listen to teacher‟s
confirmation on class answer 2
D. Data Processing