THE EFFECT OF NHT (NUMBERED HEAD TOGETHER) COOPERATIVE LEARNING MODEL ON STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME FOR HUMAN SENSORY SYSTEM TOPIC FOR THE SECOND SEMESTER YEAR XI SCIENCE CLASS SMA NEGERI 1 MEDAN 2012/2013.

COOPERATIVE LEARNING MODEL ON STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME FOR HUMAN SENSORY SYSTEM TOPIC FOR THE

SECOND SEMESTER YEAR XI SCIENCE CLASS SMA NEGERI 1 MEDAN

2012/2013

by : Mawaddah

409342023

Biology Bilingual Education

THESIS

THESIS

Submitted to fulfill the requirement for the degree of Sarjana Pendidikan

BIOLOGY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

STATE UNIVERSITY OF MEDAN

MEDAN

2013

Title

Name

S.I.D Number Study Program Department

Biology Department Header ,

Drs. H. Tri Harsono. M.Si NIP. 1965 1231199003 101 8

: The Effect

of

NHT (Numbered

Head

Together)

Cooperative Learning Model

on

Students Learning

Activity

and Learning Outcome

tbr

Human Sensory Systen Topic fbr Tlte Sccond Setnester Year

XI

Scicnce Class SMA Negeri I Medan 201212013

:

Mawaddah

:

409342023

:

Biology Bilingual Education

: Biology

Syarifuddin, M. Sc, Ph.D NrP. 19591 122198601 1001

Acknowledgernent by:

Coordinator of Bilingual

Prof.Dr.Herberl Sipahutar,M. S, M. Sc NIP. 1 96 I 0626t987 101 0001

TINIMED

Date of Completion

i\t,

i

ir'

'"Y;;.

ois. l,lottan, M.Sc.,Ph.D Prof. Drs..Motlan, M.Sc.,Ph.I

r wNIPf 19590805 198601

I 001

ACKNOWLEDGEMENT

First and foremost, praise and thank Allah SWT, the Almighty, who has granted countless blessing, knowledge, and oppurtunity to the writer, and shalawat to Muhammad SAW, so that she has been finally able to accomplish her thesis.

The writer hardly knows where to start expressing her gratitude but for sure the gratitude goes to all those who have assisted her in the process of completing this thesis. It would be impossible to list all names but several people deserve her sincere and special thanks.

She gratefully acknowledges the deepest gratitude to her thesis supervisor,

Syarifuddin, M.Sc, Ph.D, who has provided guidance and advice to writer from the preparation through the completion of the writing of this thesis.

Her enormous appreciation is addressed to Drs. Tri Harsono, M.Si., the head of Biology Department, Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., the coordinator of Bilingual Program, and Dr. Iis Siti Jahro, M.Si., and Mr. Samsuddin for his administrative assistances. She heartily wishes to acknowledge

Dra. Hj. Martina Restuati, M.Si., Dr. rer.nat. Binari Manurung, M.Si., and Dra. Meida Nugrahalia, M.Sc., as the examiners, for the valuable inputs to be included in this thesis. Thanks Dr. Fauziyah Harahap, M.Si as Academic Supervisor. She is indebted to Dra. Melva Silitonga, M.S., Dr. Hasruddin, M.Pd., and Prof. Dr. Sri Milfa Yetty, M.S (Kons)., as evaluator for her research instruments, for their constructive comments and suggestion for the improvement of this study. She is also in enermous intellectual debt to all lectures of Biology Education Bilingual Program, who has become her inspiration during the academic years and also during the completion of this thesis. Special thank are extended to Drs. H. Ahmad Siregar, MM., as SMA Negeri 1 Medan headmaster,

Dra. Hamidah as Biology teacher of XI IPA classes and Drs. Arsyad Sembiring

as vice of headmaster of SMA NEGERI 1 Medan and also special thank are extended to Drs. H. Marasutan Siregar, M.Pd as one of the head in Dinas Pendidikan Kota Medan who helped the writer while conducting research.

v

Finally, she will forever be indebted to her beloved parents Fauzi Effendi Nasution, S.PdI and Surayyah Gawi Aziz for having given her love, unfaliling support and encouragement during the academic year and the completion of this thesis, her beloved guardian and uncle Drs. H. M. Sazli Nasution who always gives her love, support, and guidance, and her lovely uncle Drs. H. Irsyad Tanjung, M.Si whogivesher support and guidance, too. They are always praying and provide funds for the completion of this thesis, and her lovely sister and brother Marhamah and Muhammad Abduh, my nieces Nita Khairina Lubis, M.Pd and Aldina Nasroh Azizah, S.Pd and for all the families who supported me. And also her lovely husband Rahmad Arief Siregar who always gives support and keep her on track whenever and whatever problems, she have to overcome.

Last but not least, her heartfelt thanks also go to his fellow students, especially students of Biology Bilingual Program Year 2009 FMIPA UNIMED name may not mention one by one writer as well as all those who helped in the writing of this thesis. And thank my beloved seniors Aisyah, Tari, Dina, Azmi and Maria that always answer all her questions in completing this thesis.

The writer has tried as much as possible in completing this thesis. However, the writer recognized there are still many weaknesses in terms of both content and grammar. Contents of this thesis would be useful in enrich science education. It would be difficult to find adequate words to convey how much she owes the people. Lots of love and thank all of you.

May Allah bless us.

Medan, April,2013 The author,

Mawaddah SID. 409342023

THE EFFECT OF NHT (NUMBERED HEAD TOGETHER) COOPERATIVE LEARNING MODEL ON STUDENTS LEARNING ACTIVITY AND LEARNING OUTCOME FOR HUMAN SENSORY SYSTEM TOPIC FOR THE SECOND SEMESTER YEAR XI SCIENCE

CLASS SMA NEGERI 1 MEDAN 2012/2013 Mawaddah

409342023

ABSTRACT

This quasy experiment research aim to investegated the influence of NHT (Numbered Head Together) Cooperative Learning Model on the students learning outcome of biology on the main subject human sensory system which had been conducted in class XI IPA SMA Negeri 1 Medan academic year 2012/2013. This

research implemented design “control class pretest-postest design”. The population of this research was all students in class XI IPA SMA Negeri 1 Berastagi totaling 488 students. The sample was taken by using random sampling and was obtained the sample for 27 students of experimental class (XI-IPA 1) and 27 students of control class (XI-IPA 2). The instrument of research was student’s achievements test in multiple choise form with 40 questions which had been validated before and also the observation sheet of students learning activity.

The result of data analysis showed that pretest in experimental class (47,59±8,73) and pretest in control class (47,22±10,61). After t test was carried out by using significance degree ά = 0,05, it was obtained that tobs =0,196 < ttable=

1,6762, so it can be known both experimental and control class had not significant

difference of student’s beginning achievements. Then, postest in experimental

class (91,39±4,51) has significant different compare to postest in control class (82,87±5,31). After carried out t test it was obtained that tobs = 6,306 > ttable

=1,6762, so it can be known that student’s achievements of biology in experimental class higher than control class. For the students learning activity in experimental class at 1st _{meeting (71,96±10,09) has significant different compare} to students learning activity in control class (49,74±17,44). After t test was carried

out by using significance degree ά = 0,05, it was obtained that (tobs =5,694 > ttable=

1,6762, so it can be known the students learning activity of experimental class is higher than control class. For the students learning activity in experimental class at 2nd meeting (78,84±13,36) has significant different compare to students learning activity in control class (50,26±17,88). After carried out t test it was obtained that tobs = 6,630 > ttable =1,6762 , so it can be known students learning

activity of experimental class is higher than control class. The result of study imply success of teaching NHT (Numbered Head Together) Cooperative Learning Model on the topic human sensory system, so it needs to be considered to apply this model in teaching other subject matter, especially on subject matter which needs comprehension.

vi

TABLE OF CONTENTS

Pages

Sheet of Approval i

Biography ii

Abstract iii

Acknowledgement iv

Table of Contents vi

List of Figure viii

Listof Table x

List of Appendices xi

CHAPTER I INTRODUCTION

1.1. Background 1

1.2. Problem Identification 3

1.3. Study Scope 4

1.4. Problem Questions 4

1.5. Research Objectives 5

1.6. Significances of Research 5

CHAPTER II LITERATURE REVIEW

2.1. Theoretical Framework 7

2.1.1. The Essential of Learning 7

2.1.2. Process and Learning Phase 7

2.1.2.1 Learning Activity 8

2.1.3. Learning Factors 9

2.1.4. Learning Outcomes 9

2.1.5. Learning Outcomes Evaluation 12

2.1.6. Cooperative Learning 13

2.1.6.1. Understanding Cooperative Learning 13 2.1.6.2. Cooperative Learning Objectives 16 2.1.6.3. NHT (Numbered Head Together) type of Cooperative

Learning model 17

2.1.7. Direct Instruction Model 19

2.1.8. Human Sensory System 21

2.1.8.1. Sense of Sight (Eye) 21

2.1.8.1.1. Eye Muscles 23

2.1.8.1.2. Eye Functions 23

2.1.8.1.3. Disorders of Eye 25

2.1.8.2. Auditory (Ear) 26

2.1.8.2.1. Structure of Ear 26

2.1.8.2.2. The Outer Ear 26

2.1.8.2.3. The Middle Ear 26

2.1.8.2.4. The Inner Ear 27

2.1.8.2.6. Composition and Balance Tool. How it works 28

2.1.8.2.7. Abnormalities of The Ear 28

2.1.8.3. Sense of Touch (Skin) 29

2.1.8.3.1. Composition of Skin 29

2.1.8.3.2. Function of Skin 30

2.1.8.4. Sense of Taste (Tongue) 30

2.1.8.5. Sense of Smell (Nose) 31

2.1.8.5.1. The parts of nose 32

2.2. Conceptual Framework 32

2.3. Hypotesis 33

CHAPTER III METHODOLOGY OF RESEARCH

3.1. Location and Time 35

3.2. Population and Samples 35

3.3. Research Variables 35

3.4. Research Instruments 35

3.5. Research Type and Design 39

3.4. Research Procedures 40

3.5. Test for Analitical Requirements 43

CHAPTER IV RESULTS AND DISCUSSION

4.1. Description of Data Research 46

4.1.1. Learning Outcome Pretes Data 46 4.1.2. Learning Outcome Postest Data 49 4.1.3. Observation of Student Activities 53 4.1.4. Test of Data Analysis Requirements 57

4.1.4.1. Normality Test 57

4.1.4.2. Homogeneity test 57

4.1.4.3. Testing Hypothesis 58

4.2. Discussion of Research 59

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions 66

5.2. Suggestions 67

REFERENCES 68

x

LIST OF TABLES

Pages

Table 2.1 Taxonomy Bloom’s Levels 10

Table 2.2 Cooperative Learning Model Consists of Six Phases 16 Table 2.3 The Phases of Direct Instruction 20 Table 3.1. Grating Test Students Learning Outcomes in

The Human Sensory System 36

Table 3.2. Difficulty Level 39

Table 3.3. Research Design 39

Table 4.1. Data Recapitulation of Pretest Study 46 Table 4.2. Data Recapitulation of Postest Study 49 Table 4.3. Percentage of Students Learning Activity Observations 56 Table 4.4. Summary of Data Normality Test with Liliefors Test 57 Table 4.5. Summary of Variance Homogenity Test 58 Table 4.6. Summary of Hypothesis Test Calculation 59 Table 4.7. Summary of 1st Meeting Hypothesis Test Calculation 59 Table 4.8. Summary of 2nd Meeting Hypothesis Test Calculation 59

LIST OF FIGURES

Pages

Figure 2.1. Sense of Sight (Eyes) 21

Figure 2.2 Auditory (Ear) 26

Figure 2.3. Sense of Touch (Skin) 29

Figure 2.4. Sense of Taste (Tongue) 30

Figure 2.5. Sense of Smell 31

Figure 3.1. Research Procedures 42

Figure 4.1. Stem Diagram of Experimental and Control Class Pretest

Comparison 47

Figure 4.2. Pie Chart Percentage of Pretest Experimental Class C1

until C6 47

Figure 4.3. Pie Chart Percentage of Experimental Class Pretest

Correct Answer 48

Figure 4.4. Pie Chart Percentage of Pretest Control Class C1

until C6 48

Figure 4.5. Pie Chart Percentage of Experimental Class Pretest

Correct Answer 49

Figure 4.6. Stem Diagram of Experimental and Control Class

Postest Comparison 50

Figure 4.7. Pie Chart Percentage of Postest Experimental Class C1

until C6 51

Figure 4.8. Pie Chart Percentage of Experimental Class Pretest

Correct Answer 51

Figure 4.9. Pie Chart Percentage of Postest Control Class C1

until C6 52

Figure 4.10. Pie Chart Percentage of Control Class Postest Correct

Answer 52

Figure 4.11. Stem Diagram of Experimental Class Pretest and

Postest Comparison 53

Figure 4.12. Stem Diagram of Control Class Pretest and Postest

ix

Figure 4.13. Stem Diagram Both Eksperimental and Control Class

Pretest and Postest Comparison 53 Figure 4.14. Pie Chart Percentage of experiment class students

activities at first meeting 54

Figure 4.15. Pie Chart Percentage of control class students activities

at first meeting 55

Figure 4.16. Pie Chart Percentage of experiment class students

activities at second meeting 55

Figure 4.17. Pie Chart Percentage of control class students a

activities at second meeting 56

Figure 4.18. Stem Diagram of Experimental and Control Class 57 Figure 4.19. Result of Pre-test between Students who were taught

with ‘DirectInstruction (DI)’ learning model and

those who were taught with ‘Number Head Together

(NHT)’ learning model (t =0,196; P =0,845). 60 Figure 4.20. Result of Post-test between Students who were taught

with ‘Direct Instruction (DI)’ learning model and those

who were taught with ‘Number Head Together (NHT)’ learning model (t =6,306; P =0,000). 60 Figure 4.21. Result of first meeting activities between Students who

were taught with 'Direct Instruction (DI)’ learning model and those who were taught with ‘Number Head

Together (NHT)’ learning model (t =5,694; P = 0,000). 61 Figure 4.22. Result of second meeting activities between Students who

were taught with 'Direct Instruction (DI)’ learning model

and those who were taught with ‘Number Head Together

LIST OF APPENDICES

Pages

Appendix 1. Sillaby 70

Appendix 2. Lesson Plan in Experimental Class 71 Appendix 3. Lesson Plan in Control Class 79 Appendix 4. Lattice of The Research Instrument 85

Appendix 5. Research Instrument 87

Appendix 6. Keys 97

Appendix 7. Answer Sheet 98

Appendix 8. Worksheet 99

Appendix 9. Observation Sheet of Student Learning Activities 100

Appendix 10. Observation Letter 103

Appendix 11. Letter From School 104

Appendix 12. Construct Validity 105

Appendix 13. Validity,Reliability, and Difficulty Level Calculation 106 Appendix 14. Discrimination Index Calculation and Questions Criteria 112

Appendix 15. Validity by Validators 115

Appendix 16. Research Letter From Faculty 123 Appendix 17. Research Letter From DINAS PENDIDIKAN 124 Appendix 18. Research Letter From School 125 Appendix 19. Pretest , Postest And Activities Result 126

Appendix 20. Analysis data 129

1

CHAPTER I INTRODUCTION 1.1. Background

In general, the process of education and teaching in schools today is still running in the classical style, which means that a teacher in the classroom faces the number of students between 20-40 students in the same time and delivers the same learning materials as well. Teachers often use the same model to the whole students. In this classical teaching, the teachers assume that all students of the class have not different ability, different readiness and different maturity. Actually, each person has different characteristics - different from one to another one. One such individual differences is the ability, so we often found in each class that the students group that has a high, medium and low capability. Nowadays, teachers use the learning model that have not been able to appreciate and accommodate the individual differences of students. In the implementation of the learning process ,the teachers teaching by same service for all the students, whether it is for the high, medium and low ability of student. The students have different learning speeds and they can get the service of learning is depended on each of their abilities. Students who are slower still left behind, while students who are faster get the optimal service learning. This learning process that takes place in the class can not encourage students to progress and develop according to each of their abilities.

When I was in my teaching experience program, the results of my interviews with a Biology teacher at SMA Negeri 1 Berastagi, Ms. Florida Ginting, S.Pd., learning process in class is still very less effective. One contributing factor according to her, is that her students less active in the learning process. It can be seen in the learning process, students pay less attention in

teaching process, they just listened to the teaching’s lectures, did not ask questions on other class activities. The facts that occurred when the learning process is less enthusiastic following of students in learning activities. When the teacher asked, many students were not able to answer. The students ability to remember newly learned material is very low or they are quickly forget the lesson they just learned.

Thus, probably it is why formative test scores of students for human sensory system is still below the Kriteria Ketuntasan Minimum (KKM). KKM value in RSBI SMA Negeri 1 Berastagi at XI Science Class is 78, while the students score average was only 53.

The results of my interviews with a Biology teacher of SMA Negeri 1 Medan, Ms. Dra. Hamidah when I observed, the direct instruction learning model is still being used in the learning process in the class. For the human sensory system, KKM value in SMA Negeri 1 Medan at XI Science Class is 75, and the

teacher said that almost all of the students’ formative test results passed the KKM and also almost all of the students were active in the class. I choosed this school as my research location, to observe the effect of Numbered Head Together as learning model in the learning process. My expectation, all of the students are active in learning process and NHT improves the students learning outcome in Human Sensory System Topic.

There are a number of potential approach to improve this learning process

and outcome, namely the teacher’s teaching approach, method or model. Out of a number of well teaching model that improve students activities and learning outcomes, i.e NHT (Numbered Head Together) Cooperative Learning Model. Numbered Head Together or NHT is considered a very good model candidate to be studied since this model will improve students learning outcomes, the activities of students in the teaching, and learning process. This model is also considered suitable for a medium class size (20 up to 40 students). And from my observation result in SMA Negeri 1 Medan, the number of the students in XI IPA 1 as the experiment class is 27 students. It is the medium class size. It is suitable to apply NHT (Numbered Head Together) Cooperative Learning Model in this class for my research. Thus, it can make the students active in learning process.

According to Lie (2004), cooperative learning of NHT type may provide benefits both of the students in high, medium and low capability in learning, the students will work together, accomplish the tasks of learning, high-achieving students will be tutors for students which lower achievements. Cooperative learning models not only provide the material, but also learn cooperative skills.

3

The aims are to launch cooperative skills to learn and work relationships. NHT is also able to provide a broad acceptance of people who differ by race, culture, social, and other capabilities. There are several benefits of NHT (Numbered Head Together) cooperative learning model expressed by Lundgren in Ibrahim in Husna (2010), they are:

1. Self-esteem is higher 2. Improving attendance

3. Acceptance of the individual into a larger 4. Disruptive behavior becomes smaller 5. Conflicts between reduced personal 6. Deeper understanding

7. Increasing cultivation kindness, sensitivity and tolerance 8. Higher learning outcomes

Sitompul (2008) found that on average who were taught human reproduction system at the second semester class XI SMA Negeri 2 using NHT had 89.06 score. Simatupang (2009) found that on 91,25 % of students passed KKM who were taught human sensory system at the second semester class XI SMA Parulian 1 using NHT. Husna (2010) found that on mean 71,19 who were taught human reproduction system at the second semester class XI SMA Negeri 11 using NHT, she said that Numbered Head Together can improve the students learning outcome.

1.2. Problems Identification

Based on the above background, the problems can be identified are as follows:

1. The learning model that is used by the teacher nowadays still can not improve students learning activity and learning outcome.

2. The student learning outcome is low, especially in biology subject. 3. Low of motivation, enthusiasm for learning, and the involvement of

the student in the learning process because of the lack of teacher skill utilize the effective learning model.

4. Learning model that is used by the teacher nowadays tends to be monotonous, resulting in students not able to absorb the subject matter maximally and the optimal service learning is not evenly distributed in the learning process in the medium class

5. The social skill of the students is still low. It caused of the individual student learning activities likely resulting with fellow students in the learning process.

1.3. Study Scope

The problems of this research was limited to the students learning outcome and students learning activities. This study was limited the use of two teaching models namely NHT (Numbered Head Together) Cooperative Learning Model and Direct Instruction Learning Model as a baseline comparison. The topic taught in this research was human sensory system and the students learning activities and students learning outcome were dependent variable. This study was planned to be carried out in XI Science Class of SMA Negeri 1 Medan 2012/2013

1.4 Problem Questions

The problems with restrictions on the formulation in this research are: 1. Are the students who were taught with NHT (Numbered Head

Together) Cooperative Learning Model more active than students who were taught using Direct Instruction Learning Model?

2. Is students’ average learning outcome who were taught with NHT (Numbered Head Together) Cooperative Learning Model higher than students who were taught using Direct Instruction Learning Model? 3. What is the comparison of the students learning outcome and students

activity who were taught with NHT (Numbered Head Together) of Cooperative Learning Models and Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013?

5

1.5. Research Objectives

Based on the formulation of the problem described above, the objectives of this research to find out:

1. The students learning activities who were taught with NHT (Numbered Head Together) of Cooperative Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

2. The students learning activities who were taught with Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

3. The students learning outcome who were taught with NHT (Numbered Head Together) of Cooperative Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

4. The students learning outcome who were taught with Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

5. The comparison of the students learning outcome and learning activity who were taught by using NHT (Numbered Head Together) of Cooperative Learning Models and Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

1.6. Significances of Research

The expected benefits of research in this study are:

1. For researcher, as an input and motivation to carry out the profession as a teacher.

2. For the teachers, as an input especially, for the teachers of biology in selecting appropriate learning method in learning biology.

3. For the students, this research will improve the students learning outcome and also the students learning activities, and the students will work together in group to develop a social skill.

4. For the school, as an input in improving students learning activity and learning outcome

66

CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions

The conclusion for this observation is:

1. The results of students learning activities who were taught by Numbered Head Together Cooperative Learning Model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 6,89 where the average value is 71,95 at the 1st meeting and 78,84 at the 2nd meeting.

2. The results of students learning activities who were taught by Direct Instruction learning model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 0,53 where the average value is 49,73 at the 1st _{meeting and 50,26 at the 2}nd _meeting. 3. The results of students learning outcome who were taught by Numbered

Head Together Cooperative Learning Model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 43,80 where the average value is 47,59 of pretest and 91,39 for postest. 4. The results of students learning outcome who were taught by Direct

Instruction learning model on the subject of human sensory system class SMA Negeri 1 Medan 2012/2013 increased by 35,65 where the average value is 47,22 of pretest and 82,87 for postest.

5. Based on the t-test calculation (α = 0.05) obtained the proposed hypothesis is accepted,it can be concluded that there iss a significant effect of applying Numbered Head Together Cooperative Learning Model on the students learning outcome and students learning activities on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013.The applying of Numbered Head Together Cooperative Learning Model is better than Direct Instruction learning model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013.

5.2. Suggestions

Having considered the findings of this research, the suggestions are:

1. For biology teachers, Numbered Head Together Cooperative Learning Model is one of biology learning alternative which application could increases students learning outcome and learning activity.

2. The implementation of Numbered Head Together Cooperative Learning Model needs well preparation. There are eleven steps that will be implemented in the learning process. Some tools that support learning should be prepared for effective use of learning time.

68

REFERENCES

Adeyemi, B. 2008. Effects of Cooperative Learning and Problem-Solving

Strategies on Junior Secondary School Students’ Achievement in Social

Studies, Research in Educational Psychology, 6: 691-708

Allyn and Bacon. 2011. Bloom’s Taxonomy.

http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html Arikunto, S. 2007. Manajemen Penelitian. Rineka Cipta, Jakarta

Armstrong, N., Chang, S., and Brickman, M. 2007. Cooperative Learning in Industrial- Sized Biology Classes, Life Science Education, 6: 163-171 Aryulina, D. 2007. Biologi 2 SMA dan MA untuk kelas XI. Esis, Jakarta

Djamarah, B. 2000. Guru dan Anak Didik Dalam Interaksi Edukatif. Rineka cipta, Jakarta.

Dosen, Tim. 2011. Pedoman Penulisan Skripsi dan Proposal Mahasiswa Program Studi Pendidikan. FMIPA UNIMED, Medan

Husna, N. 2010. Perbandingan Hasil Belajar Siswa dengan Menggunkan Model Pembelajran Kooperatif NHT (Numbered Head Together) dan Tanpa Menggunakan Model NHT pada Sub Materi Pokok Sistem Reproduksi pada Manusia di Kelas XI IPA SMA Negeri 11 Medan Tahun Pembelajaran 2009/2010. Universitas Negeri Medan, Sumatera Utara

Hutagaol, G. 2012. The Differencces of Student’s Problem Solving Ability

Between Taught by Students Teams – Achievement Division (STAD) and Direct Instruction (DI) at Class VII SMP Negeri 1 Medan Academic Year 2011/2012. Universitas Negeri Medan, Sumatera Utara

Joyce, B., Well, M., and Calhoun, E. Models of Teaching. Pearson Education Inc, New Jersey, U.S.A

Karmana, O. 2007. Cerdas Belajar Biologi. Grafindo, Jakarta

Lie, A. 2008. Mempraktikkan Cooperative Learning di Ruang-Ruang Kelas. Gramedia, Jakarta

Marieb, E. 2007. Human Anatomy & Physiology. New Jersey, U.S.A

Muraya, D., and Kimamo, G. 2011. Effects of Cooperative Learning Approach on

Machakos District, Kenya, Educational Research and Reviews, 6: 726-745

Pratiwi,D. 2008. Biologi untuk SMA Kelas XI. Erlangga, Jakarta Sandjaja, B. 2006. Panduan Penelitian. Prestasi Pustaka, Jakarta

Simatupang, C. 2009. Efektivitas Model Pembelajaran Kooperatif Tipe NHT Pada Sub Materi Pokok Sistem Alat Indera Pada manusia di kelas XI IPA SMA Parulian 1 Medan T.P 2009/2012. Universitas Negeri Medan, Sumatera Utara

Sitompul, S. 2008. Efektivitas Model Pembelajaran Tipe NHT (Numbered Head Together) Pada Materi Pokok Sistem Reproduksi Di XI SMA Negeri 2 Kisaran. Universitas Negeri Medan, Sumatera Utara

Suprijono, A. 2010. Cooperative Learning. Pustaka Pelajar, Yogyakarta Syah, M. 2000. Psikologi Pendidikan dengan Pendekatan Baru. RR, Bandung Tanner, K,. Chatman, L., and Allen, D. 2003. Approaches to Cell Biology

Teaching : Cooperative Learning in The Science Classroom-Beyond Students Working in Groups, Cell Biology Education, 2: 1-5

1.5. Research Objectives

Based on the formulation of the problem described above, the objectives of this research to find out:

1. The students learning activities who were taught with NHT (Numbered Head Together) of Cooperative Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

2. The students learning activities who were taught with Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

3. The students learning outcome who were taught with NHT (Numbered Head Together) of Cooperative Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

4. The students learning outcome who were taught with Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

5. The comparison of the students learning outcome and learning activity who were taught by using NHT (Numbered Head Together) of Cooperative Learning Models and Direct Instruction Learning Model in human sensory system topic for the second semester year XI Science Class of SMA Negeri 1 Medan 2012/2013.

1.6. Significances of Research

The expected benefits of research in this study are:

1. For researcher, as an input and motivation to carry out the profession as a teacher.

2. For the teachers, as an input especially, for the teachers of biology in selecting appropriate learning method in learning biology.

3. For the students, this research will improve the students learning outcome and also the students learning activities, and the students will work together in group to develop a social skill.

4. For the school, as an input in improving students learning activity and learning outcome

CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions

The conclusion for this observation is:

1. The results of students learning activities who were taught by Numbered Head Together Cooperative Learning Model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 6,89 where the average value is 71,95 at the 1st meeting and 78,84 at the 2nd meeting.

2. The results of students learning activities who were taught by Direct Instruction learning model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 0,53 where the average value is 49,73 at the 1st _{meeting and 50,26 at the 2}nd _meeting. 3. The results of students learning outcome who were taught by Numbered

Head Together Cooperative Learning Model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013 increased by 43,80 where the average value is 47,59 of pretest and 91,39 for postest. 4. The results of students learning outcome who were taught by Direct

Instruction learning model on the subject of human sensory system class SMA Negeri 1 Medan 2012/2013 increased by 35,65 where the average value is 47,22 of pretest and 82,87 for postest.

5. Based on the t-test calculation (α = 0.05) obtained the proposed hypothesis is accepted,it can be concluded that there iss a significant effect of applying Numbered Head Together Cooperative Learning Model on the students learning outcome and students learning activities on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013.The applying of Numbered Head Together Cooperative Learning Model is better than Direct Instruction learning model on the subject of human sensory system class XI IPA SMA Negeri 1 Medan 2012/2013.

5.2. Suggestions

Having considered the findings of this research, the suggestions are:

1. For biology teachers, Numbered Head Together Cooperative Learning Model is one of biology learning alternative which application could increases students learning outcome and learning activity.

2. The implementation of Numbered Head Together Cooperative Learning Model needs well preparation. There are eleven steps that will be implemented in the learning process. Some tools that support learning should be prepared for effective use of learning time.

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