THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER (NHT) ON STUDENTS ACHIEVEMENT ON SUB TOPIC EXPANSION IN GRADE VII SEMESTER II SMP N 1 TEBING TINGGI A. Y. 2012/2013.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE
NUMBERED HEADS TOGETHER (NHT) ON STUDENT’S
ACHIEVEMENT ONSUB TOPIC EXPANSION
IN GRADE VII SEMESTER II SMP N 1
TEBING TINGGI A.Y 2012/2013

By:
Lucius Marbun
Reg. Number 409322021
Bilingual Physics Education Program

THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013

PREFACE
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled "The Effect of Cooperative Learning Model type
Numbered Heads Together (NHT) on Student’s Achievement os Sub Topic
Expansion In Grade VII SMP N 1 Tebing Tinggi A.Y 2012/2013", prepared to
obtain a Bachelor's degree Physical Education, Faculty of Mathematics and
Natural Science in State University of Medan.
On this occasion the authors like to thank Mr Prof. Drs. Motlan Sirait,
M.Sc., Ph.D as Thesis Advisor who has provided guidance and suggestions to the
author since the beginning of the study until the completion of this thesis
writing. Thanks also to Prof. Dr. Sahyar, M.Si, M.M, Drs. Abd Hakim, M.Si,
Drs. Makmur Sirait, M.Si, who have provided input and suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Drs. J.H Panggabean, M.Si as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster, Binsar Hamoloan, S.Pd,
Anggiat Simanjutak, M.M and all teacher in SMP N 1 Tebing Tinggii who have
helped during this research. I would like to thank especially to my father Mustafa

Marbun and my mother Marlina Sihombing and also my brother Arifin Marbun,
Lamhot Marbun and my sister Hotnida Marbun. I’m also say thank to Pak Uda M.
Marison Marbun and B. Br Barus and for my uncle Marison Sihombing and Br
Hutapea and all family who have prayed and gave me encouragement and funding
to complete the study in Unimed. Especially thanks to all my friend in Bilingual
Physics Class 2009, Agnesia M Damanik, Astrid Pasadena Harahap, Avolen
Siahaan, Carolina Nainggolan, Debora Betty Sitanggang, Dewi Situmorang, Evi
Valentine Silalahi, Fetriana Simanihuruk, Gita Ravhani Anugrah, Hanna Monika
Hutabarat, Henriko Hutabarat, Janiar Satrini Gultom, Jefri Waruwu, Mas Andri

Marbun, Pretty T.M Ambarita, Rani S.N Damanik, Ribka Tambunan, Rika Yulia
Fitri, Riris M Rumahorbo, and Tionar M Malau who have helped, prayed and
gave supported to author. I also would like to thank to my friend Julius Simbolon,
B’ Lamhot Sinaga, B’ Berto Sitompul and B’ Agus who have helped and gave
suppported during my research. And the specially thank to my Lovely Girl Rita
Situmorang who have helped and gave supported during research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of

this paper would be useful in enriching the repertoire of knowledge.

Medan, June 2013
Author,

Lucius Marbun

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE
NUMBERED HEADS TOGETHER (NHT) ON STUDENT’S
ACHIEVEMENT ON SUB TOPIC EXPANSION
IN GRADE VII SEMESTER II SMP N 1
TEBING TINGGI A.Y 2012/2013

LUCIUS MARBUN (409322021)
ABSTRACT
The objectives of this research are: (1) To know the student’s achievement in
physics subject taught by cooperative learning model type numbered heads
together (NHT). (2) To know the student’s achievement in physics subject taught
by conventional learning model. (3) To know the effect of cooperative learning
model type numbered heads together (NHT) on student’s achievement especially

on sub topic expansion. The type of research was quasi experiment with the
population all of student grade VII in SMP N 1 Tebing Tinggi which consist of 9
classes. Sample of this research was obtained by technique cluster random
sampling. The sample is VII5 as the experiment class and VII4 as the control class.
Experiment class taught by cooperative learning model type Numbered Heads
Together (NHT) and control class taught by conventional learning model. The
research instrument has 20 questions in multiple choice forms with 4 options, the
instrument tested validated. In this research obtained the mean of pre-test in
experiment class is 38.15 and in control class is 38.52. After that do the treatment
in experiment class taught by cooperative learning model type Numbered Heads
Together (NHT) and in control class taught by conventional learning model, and
then done the post-test. The mean of post-test in experiment class is 78.15 and in
control class was 73.52. In hypothesis testing obtained tcount > ttable that was 2.03 >
1.676 at significant level α = 0.05 and dk =52. So, can be concluded that the
student’s achievement in experiment class better than in control class. Ha was
accepted or has effect of cooperative learning model type Numbered Heads
Together (NHT) on student’s achievement on sub topic Expansion in Grade VII
SMP N 1 Tebing Tinggi academic year 2012/2013.

Key word: Numbered Heads Together (NHT), student’s achievement

TABLE OF CONTENT
Ratification Sheet

i

Biography

ii

Abstract

iii

Preface

iv

Table of Content

vi

List of Figure

ix

List of Table

x

List of Appendix

xi

CHAPTER 1 INTRODUCTION
1.1 Background
1.2 Research Identifications
1.3 Research Scopes
1.4 Research Questions
1.5 Research Objectives

1.6 Benefit of Research

1
3
3
4
4
4

CHAPETER II LITERATURE REVIEW
2.1 Theoretical Review
2.1.1. Definition of Learning
2.1.2. Definition of Teaching
2.1.2.1. Teaching Approach
2.1.2.1.1. Contextual Teaching and Learning Approach
2.2 Learning Activity
2.3 Learning Achievement
2.3.1 Cognitive Domain
2.3.2 Affective Domain
2.3.3 Psychomotor Domain

2.4 Teaching Model
2.4.1. Definition Learning Model
2.4.2. Conventional Learning Model
2.4.3. Cooperative Learning Model
2.4.3.1.Phase of Cooperative Learning Model
2.4.3.2.Numbered Heads Together
2.4.3.2.1. Definition of NHT Model
2.4.3.2.2. Syntax of NHT
2.5 Teaching Material
2.5.1 Expansion

6
6
7
7
7
9
10
11
12

13
14
14
14
16
18
19
19
19
20
20

2.6 The Different of Previously Research and this Research
2.7 Conceptual Framework
2.8 Hypothesis

28
27
30

CHAPTER III RESEARCH METHOD
3.1 Location and time of research
3.2 Population and sample research
3.2.1 Population Research
3.2.2 Sample of Research
3.3 Research Variable
3.3.1 Independent variable
3.3.2 Dependent Variable
3.4 Type and Design of Research
3.4.1 Type of Research
3.4.2 Design of Research
3.5 Research Instrument
3.5.1 The validity of item test
3.6 Research Procedure
3.7 Technique of Data Analysis
3.7.1 Finding mean and deviation standard
3.7.2 Normality Test
3.7.3 Homogeneity Test
3.7.4 Hypothesis Test

31
31
31
31
31
31
31
31
31
32
32
34
34
36
36
36
37
38

CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research Result
4.1.1. Pre-test Score of Student in Experiment and Control Class
4.1.2. Data Analysis of Pre-Test
4.1.2.1.Normality Test of Pre-Test
4.1.2.2.Homogeneity Test of Pre-Test
4.1.2.3.Hypothesis Test of Pre-Test
4.1.3. Post Test Score of Student in Experiment and Control Class
4.1.4. Data Analysis of Post-Test
4.1.4.1.Normality Test of Post-Test Data
4.1.4.2.Homogeneity test of Post-Test
4.1.4.3. Hypothesis Test of Post-test
4.2. The Effect of Problem in Experiment and Control Class
`
4.3.Discussion

42
42
44
44
44
45
46
47
47
48
48
49
50

CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion

52

5.2 Suggestion

52

References

53

LIST OF FIGURE
Figure 2.1 Cooperative Learning Achievement

13

Figure 2.2 The rail road is bending do to expansion

21

Figure 2.3 Window frame is made larger than the window itself

22

Figure 2.4 Balloon fly when temperature increase

25

Figure 2.5 Railway joint is provident to accommodate thermal expansion 27
Figure 2.6 Expansion joint on bridge

28

Figure 3.1 Flow chart from design of research

35

Figure 4.1 Column diagram pre test score data in experiment class
and control class

43

Figure. 4.2 Column diagram post test score data in experiment class
and control class

47

Figure 4.3 Diagram of average score in experiment and control class
for each category

49

LIST OF APPENDIX
Appendix 1 Lesson Plan (1)

55

Appendix 2 Lesson Plan (2)

71

Appendix 3 Work Sheet (1)

83

Appendix 4 Work Sheet (2)

86

Appendix 5 Grill Table

89

Appendix 6 Research Instrument

99

Appendix 7 The Answer of Instrument

105

Appendix 8 Data of Pre-Test and Post-Test In Experiment Class

110

Appendix 9 Data of Pre-test and Post-test in Control Class

111

Appendix 10 Procedure of Statistic Calculation

112

Appendix 11 Normality Test

115

Appendix 12 Homogeneity Test

120

Appendix 13 Hypothesis Test

123

Appendix 14 Research Documentation

127

CHAPTER I
INTRODUCTION
1.1 Background
Education is very important for all the people. Without the education a person
will be difficult adapting to the environment and can not take the maximal
function in society. According to Trianto (2009) said that “education that support
the construction in the future is the education that can to develop the student
potential, so the student able to face and solve their problem in daily life.
Education should be touch the inner potential and competence of student.”
Physics is the part of natural science has many connected to the phenomena in
daily life, thus the concepts is not only theory but also can proved by discovery.
Physics education emphases to “understand” and “do” thus can to help the student
to mastery the physics concept and then effecting to student’s achievement.
The quality of education in Indonesia is very low and concern. Its can be
shown in the data of UNESCO year 2012, Indonesia has the rating in 64 from 120
nations. In the last year, Indonesia has the rating 69 from 127 nations (Kompas,
October 20th 2012).
The low of education quality in Indonesia can be seen in the low of student’s
achievement in some of lesson subject. Physics is one of the subject lesson that
low student achievement. This fact is suit when the author done observation in
State Junior High School 1 Tebing Tinggi, the author does interview to physics
teacher (Binsar Hamoloan, S.Pd), and he said that the student achievement in
physics subject is low. The average of student achievement in semester I class VII
academic year 2012/2013 is 60.23, whereas the Minimal Standard (KKM) is 75.
That’s mean the average of student achievement is lower than Minimal Standard
(KKM).
When the author do the survey to 27 students by answering the questionnaire,
gotten the data that 17 students of them not like to learn physics, 7 students said

that physics is normally and then only 3 students like to learn physics. In the
teaching and learning process in class student answer the questionnaire that 20
students of them like to discuss or making group in teaching process, 7 students
answer using props, and no one student answer a lot of work on the problems.
So, base on the problem above there are many kind of model can be applied to
improve the student’s achievement and make them become active in teaching and
learning process. Perhaps the way to improve the student proclivity and
motivation to learn physics is to change the teaching and learning process become
interest. The model that want to applied is the cooperative learning model type
numbered head together arise on the concept that student will be easier to find and
understand physics concept if they discuss each other. Student always learn in
group to help mutually to solve the complex problems. Thus, the social essence
and using peer group be a basic aspect in the cooperative learning.
Cooperative learning is emphases to make the interaction on student. Than,
student active doing communication to each other. According to Louisell and
Descamp (Trianto, 2009) say that “because the student work in team, so it will
make good relation on student although in the different background of ethnic and
ability, developing the capable in group process and problem solving”. And then
Stahl (Isjoni, 2009) argues that “cooperative learning can to improve the learning
achievement of student and make them to be mutual assistance in social
behaviour”.
The cooperative learning model type numbered heads together (NHT) has
been researched by M Noer, Lily Suryani, & Zuhelmi (2009), Ratnamalawati
(2012), and Rika & Titin (2013), and in their research found that numbered heads
together (NHT) can to increase student’s achievement.
And base on the research done by Ebtan Sihotang obtained the mean of pretest data in experiment class is 46.41 and in control class is 46.92. But after the
experiment class taught by cooperative learning model type numbered heads
together acquired the mean of pos-test data is 78.48 and in control class taught by

conventional learning model got the mean pos-test data is 66.41. Its show that the
cooperative learning model type numbered heads together can to increase the
student’s achievements. But this research has the disadvantages that are not all
students called by teacher, and in discussing process, the topic tend enlarge, so the
time not suit to the schedule in the lesson plan.
The disadvantages in the previously research be an exercise for the next author
to do correction so can to make the student’s achievement more increase. The
attempt that will be done by next author are, if member of a group is five the
problem given also five, so every student will called in one time, to do the time
allocation by in lesson plan.
From the explanation above, author to be hopeful to do the research to
increase the student’s achievements. The research title is, “The Effect of
Cooperative Learning Model Type Numbered Heads Together (NHT) on
Student’s Achievement on Sub Topic Expansion in Grade VII Semester II
SMP N 1 Tebing Tinggi A.Y 2012/2013”
1.2 Research Identification
Base on the problem above, author make the identification such as bellow;
1. The student’s achievement in physics subject is low
2. The teaching and learning process is teacher centred
3. The team work and interaction of student in teaching and learning process
is still low

1.3 Research Scope
To make clear the scope for discussion, it is necessary to limit the problem in
this study as follows;
1. The learning model in teaching and learning process is cooperative
learning model type numbered heads together (NHT)
2. The topic in this research is physics on sub topic expansion

3. This research done for student Grade VII SMP N 1 Tebing Tinggi
academic year 2012/2013

1.4 Research Question
The question for this research is:
1. How the student’s achievement after taught by cooperative learning model
type numbered heads together (NHT)
2. How the student’s achievement

after taught by conventional learning

model
3. How the effect of cooperative learning model type numbered heads
together (NHT) on student’s achievement especially on sub topic
expansion

1.5 Research Objectives
After this research has been done, the author to be hopeful to get the goal such
as follows:
1. To know the student’s achievement in physics subject taught by
cooperative learning model type numbered heads together (NHT)
2. To know the student’s achievement in physics subject taught by
conventional learning model
3. To know the effect of cooperative learning model type numbered heads
together (NHT) on student’s achievement especially on sub topic
expansion

1.6 Benefit of Research
Base on the objectives of research above, thus the benefit of this research is:
1. As the input to teacher that numbered heads together learning model can
be applied to increase the student’s achievement in physics subject

2. As the input to the next author to improve and enlarge the knowledge
about suitable teaching to increase the student’s achievements
3. As a comparison for the next author

CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on result research and data collection, can be concluded that:
1. Student’s achievement in experiment class after taught by using
cooperative learning model type numbered heads together (NHT) was
increase and has the mean score 78.15.
2. Student’s achievement in control class after taught by using conventional
learning model also increase and has the mean score 73.52.
3. Student’s achievement in experiment class was greater than student’s
achievement in control class. So, cooperative learning model type
numbered heads together (NHT) has the effect on student’s achievement.
5.2 Suggestion
According to the data of student’s achievement and the experience of author
when applying the cooperative learning model type numbered heads together
(NHT) in class, so the author gives suggestion as below:
1. For the next researcher who wants to do research using cooperative model
type numbered heads together (NHT), its better teacher give motivate to
student to develop their confidence that will present their discuss result,
because not all student ready to present it.
2. For the next researcher who wants to do research using cooperative model
type numbered heads together (NHT) expected to allocate the time for
each step because numbered heads together require much time especially
when student present their discuss result.
3. For the teacher can use the Numbered Heads Together to increase
student’s achievement.

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