IMPLEMENTATION NUMBERED HEADS TOGETHER (NHT) TYPE OF COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS MATHEMATICAL LEARNING ACHIEVEMENT AT GRADE VIII SMPN 2 PORSEA ACADEMIC YEAR 2014/2015.
IMPLEMENTATION NUMBERED HEADS TOGETHER (NHT) TYPE OF
COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’
MATHEMATICAL LEARNING ACHIEVEMENT AT GRADE
VIII SMP N 2 PORSEA ACADEMIC YEAR 2014/2015
By :
Riny Purba
ID. 4103312023
Bilingual Mathematics Education
THESIS
Submitted to Fulfill the Requirement for
Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
iv
PREFACE
Give thanks to Almighty God for gives blessing, health, and wisdom to the
author until the thesis entitled “Implementation Numbered Heads Together (NHT)
Type of Cooperative Learning Model to Improve Students’ Mathematical
Learning Achievement at Grade VIII SMP N 2 Porsea Academic Year
2014/2015” was finish. This thesis was arranged to fulfill the requirement for
Sarjana Pendidikan degree of Mathematics and Natural Science Faculty in State
University of Medan.
In the completion of this thesis, the author was achieves so many helps and
supports from various sides. For that, the author says thank you so much to Prof.
Dr. Hasratuddin, M. Pd as thesis supervisor who patiently guides the author by
giving advice, input, and remarks. Also the author says thank you so much to
Prof. Dr. Muhktar, M. Pd, Prof. Dr. Edi Syahputra, M. Pd and Drs. Syafari, M. Pd
as examiner lecturers for reviewing thesis by give input and great comments for
this thesis perfection. Author says thank you so much to Prof. Dr. Sahat Saragih,
M. Pd as academic supervisor who gives advices during lecturing process and also
thank you so much for all FMIPA lecturers.
Big thanks are extended to Prof. Dr. Ibnu Hajar, M. Si. as rector of State
University of Medan and employee staff in office of university head, Prof. Drs.
Motlan, M. Sc., Ph.D as Dean Faculty of Mathematics and Natural Sciences and
to coordinator of bilingual Prof. Dr. rer.nat. Binari Manurung, M. Si., Drs.
Syafari, M. Pd. as Chief of Mathematics Department, Zul Amry, M. Si. as Chief
of Mathematics Education Study Program, Drs. Yasifati Hia, M. Si as Secretary of
Mathematics Education, and all of employee staff who have helped the author.
The author gives special thanks to lovely mother Roma Ros Saragih, S.Pd
and lovely father Pelda Jonni Purba (+) who patiently raise the author well and
become the best motivator to the author until now. Thank you Mom and Dad.
Thank you so much to warm family’s members: Hendra Jasman Purba, S.Si (the
only one brother), Lestari Anita Purba, Amk (Rika Onesan), Arny Masnita Purba
v
(UUD 45), Gita Christy Purba (magnae sister) and also to Gawei Rosa, Kasih
Aurora Purba (niece/enemy) and Klarisa Maura Purba (silent baby) who always
give supports and prays and also thanks to Cherry (Charolina Lumban Gaol and
Eventina Monance Sitorus) as best friend for give motivations.
The author says thank you so much to Mananti Simanjuntak, S. T as
school principle, Elpina Gurning, S. Pd as mathematics teacher, all of teachers and
staffs, and also VIII-1 students in SMP Negeri 2 Porsea for helping the author
during research action.
Special thanks to big family in Bilingual Mathematics Class 2010: Bdul,
Anggi, Dian, Dwi, Elfan, Erlin Chingu, Kiki, Ana, Princess Lia, Mila, Maria
Yeppo, Martiin, Meiva, Melin, Nelly, Om Surya, Petraaa, Ibu Rully, Tika, SLa,
Siti, Uli, Mimi and PPLT Berastagi’s members: Eka Choi, Feggi, Fredika, HaJe,
Ika, Rindy, Shanti, Sinitta and also thanks for Marindal’s community: Bang Indra
Purba, Kak Nova Sinaga, and Kak Indah Sinaga who give supports and
motivations during completion of thesis.
The author already gives the big effort to write this thesis, and about the
weakness of thesis the author need some suggestions to make it better. For the
last, the author hopes the contents of this paper would be useful in enriching the
knowledge.
Medan, September 01st 2014
Author,
Riny Purba
ID. 4103312023
iii
Implementation Numbered Heads Together (NHT) Type of Cooperative
Learning Model to Improve Students’ Mathematical Learning
Achievement at Grade VIII SMPN 2 Porsea
Academic Year2014/2015
Riny Purba (IDN 4103312023)
ABSTRACT
Objectives of this research are: (1) To know how Numbered Heads Together type
of cooperative learning model can improve students’ mathematical learning
achievement, (2) To know the effectiveness of Numbered Heads Together type of
cooperative learning model to students’ mathematical learning achievement, and
(3) To know response that given by students to mathematics learning after
implementation Numbered Heads Together type of cooperative learning model.
This research include to Class Action Research (CAR) that was conducted in SMP
N 2 Porsea. The subject of this research is all of students in VIII-1 class academic
year 2014/2015 with number of students as many as 24 students that consist of 20
females and 4 males. Object of this research is students’ mathematical learning
achievement and Numbered Heads Together type of cooperative learning model.
The research was conduct in two cycles, cycle I consists of two meetings and
cycle II consists of two meetings. The mathematical learning achievement test
was conduct in the end of cycle. The research result can be seen as follows: (1)
The result of students’ mathematical learning achievement test in cycle I: the
average score was 67.71, there were 15 students got score greater than or equal to
65, 9 students got score less than 65, and classical learning mastery was 62,50%.
(2) Implementation Numbered Heads Together type of cooperative learning
model to improve students’ mathematical learning achievement was effective, (3)
Responses that given by students to mathematics learning after implementation
Numbered Heads Together type of cooperative learning model was positive.
Keywords: Numbered Heads Together, Students’ Mathematical Learning
Achievement
vi
CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of contents
vi
List of Figure
viii
List of Table
ix
List of Appendix
x
CHAPTER I INTRODUCTION
1
1.1
Background
1
1.2
Problem Identification
4
1.3
Problem Limitation
4
1.4
Problem Formulation
5
1.5
Research Objective
5
1.6
Research Benefit
5
1.7
Operational Definitions
6
CHAPTER II REVIEW OF LITERATURE
7
2.1
Theoretical Framework
7
2.1.1
Cooperative Learning
7
2.1.1.1 Definition of Cooperative Learning
7
2.1.1.2 Cooperative Learning Objectives
8
2.1.1.3 Essential Element & Principles
of Cooperative Learning
2.1.1.4 Syntax of Cooperative Learning Model
10
11
2.1.2 Numbered Heads Together Type of
Cooperative Learning Model
13
vii
2.1.2.1 Definition of Numbered Heads Together
13
2.1.2.2 Numbered Heads Together Objectives
14
2.1.2.3 The Advantages and Weakness of NHT
15
2.1.3 Learning
15
2.1.3.1 Definition of Learning
15
2.1.3.2 Definition of Learning Achievement
17
2.2
Conceptual Framework
18
2.3
Action Hypothesis
19
CHAPTER III RESEARCH METODOLOGY
21
3.1
Type of Research
21
3.2
Location and Time of Research
21
3.3
Subject and Object of Research
21
3.4
Mechanism and Design of Research
21
3.5
Source of Data
28
3.6
Technique of Collecting Data
28
3.7
Research Instruments
29
3.8
Data Analysis Techniques
33
3.9
Indicator of Success
36
CHAPTER IV RESEARCH RESULT AND DISCUSSION
38
4.1
Description of CAR Realization
38
4.2
Description of Research Result
38
4.3
Research Result
60
4.4
Discussion of Research Result
61
CHAPTER V CONCLUSSION AND SUGGESTION
63
5.1
Conclusions
63
5.2
Suggestions
64
REFERENCES
68
DOCUMENTATION
162
ix
LIST OF TABLE
Page
Table.2.1.
Syntax of Cooperative Learning Model
13
Table.3.1.
Classification of Reability Interpretation
31
Table.3.2.
Interpretation of Normalization Gain
34
Table.3.3.
Criteria of Students’ Responses
35
Table 3.4.
Criteria of Teacher or Students’ Activity Observation
36
Table.4.1.
Observation Result of Teacher’s Activity Cycle I
41
Table.4.2.
Observation Result of Students’ Activity Cycle I
42
Table.4.3.
Result of Student Response Questionnaire Cycle I
43
Table.4.4.
Result of Student Response Questionnaire for Each
44
Indicator Cycle I
Table.4.5.
Minimum, Maximum and Average Scores of Students’
45
Mathematical Learning Achievement Test I Result
Table.4.6.
Data of Students’ Learning Mastery in Learning
46
Achievement Test I
Table.4.7.
Observation Result of Teacher’s Activity Cycle II
52
Table.4.8.
Observation Result of Students’ Activity Cycle II
53
Table.4.9.
Result of Student Response Questionnaire Cycle II
54
Table.4.10.
The Results of Student Response for Each Indicator
55
Cycle II
Table.4.11.
Minimum, Maximum and Average Scores of Students’
56
Mathematical Learning Achievement Test II Result
Table.4.12.
Data of Students’ Learning Mastery in Test II
57
Table.4.13.
The Average Score of Students’ Mathematical Learning
58
Achievement
Table.4.14.
The Improvement of Students’ Learning Achievement
Classically
59
viii
LIST OF FIGURE
Page
Figure.3.1.
O’Leary Cycle of Research
23
Figure.4.1.
The Pie Chart of Students’ Mathematical Learning
46
Achievement Test Result in Cycle I
Figure.4.2.
The Pie Chart of Students’ Mathematical Learning
57
Achievement Test Result in Cycle II
Figure.4.3.
The Line Diagram of Students’ Average Score
58
Improvement
Figure.4.4.
The Line Diagram of Students’ Learning Achievement
Classically Improvement
59
x
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
65
Appendix 2
Lesson Plan II
71
Appendix 3
Lesson Plan III
78
Appendix 4
Lesson Plan IV
86
Appendix 5
Students Activity Sheet (SAS) 1
92
Appendix 6
Students Activity Sheet (SAS) 2
94
Appendix 7
Students Activity Sheet (SAS) 3
96
Appendix 8
Students Activity Sheet (SAS) 4
99
Appendix 9
Blueprint of Mathematical Learning Achievement
103
Test I
Appendix 10
Appendix 11
Appendix 12
Mathematical Learning Achievement Test I
104
Alternative Solution of Mathematical Learning
Achievement Test I
Scoring
Guideline
for
Mathematical
Learning
Achievement Test I
105
106
Appendix 13
Validity Test I
107
Appendix 14
Blueprint of Mathematical Learning Achievement
112
Test II
Appendix 15
Mathematical Learning Achievement Test II
113
Appendix 16
Alternative Solution of Mathematical Learning
114
Achievement Test II
Appendix 17
Scoring
Guideline
for
Mathematical
Learning
116
Achievement Test II
Appendix 18
Validity Test II
118
Appendix 19
List of Students Name in Class VIII-1 SMP N 2
123
Porsea Academic Year 2014.2-2015
Appendix 20
List of Group in Cycle I
124
Appendix 21
List of Group in Cycle II
125
xi
Appendix 22
Result
of
Students’
Mathematical
Learning
126
Mathematical
127
Learning
129
Mathematical
130
Achievement Test I
Appendix 23
Criteria
of
Students’
Score
of
Learning Achievement Test 1
Appendix 24
Result
of
Students’
Mathematical
Achievement Test II
Appendix 25
Criteria
of
Students’
Score
of
Learning Achievement Test II
Appendix 26
Teacher Activity Observation Sheet Cycle I
132
Appendix 27
Teacher Activity Observation Sheet Cycle I
134
Appendix 28
Teacher Activity Observation Sheet Cycle II
136
Appendix 29
Teacher Activity Observation Sheet Cycle II
138
Appendix 30
Students Activity Observation Sheet Cycle I
140
Appendix 31
Students Activity Observation Sheet Cycle I
142
Appendix 32
Students Activity Observation Sheet Cycle II
144
Appendix 33
Students Activity Observation Sheet Cycle II
146
Appendix 34
Blueprint of Students Response Questionnaire
148
Appendix 35
Questionnaire of Students Response
149
Appendix 36
Students’ Response Questionnaire Result Cycle I
151
Appendix 37
Students’ Response Questionnaire Result Cycle II
153
Appendix 38
The value of r – Product Moment
155
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
1. Implementation of learning by using Numbered Heads Together type of
cooperative learning model was conducted by teacher conveyed learning
material, and then students were divided into six groups that consist of 4
students and ask them to solve the problems in SAS. In here, teacher always
gave motivation and guidance so that students can solve the problems
correctly and all of member in the group be active during discussion process.
After that teacher called a number to present the group discussion result and
gave opportunity to other students to give their opinions. After that, teacher
and students make conclusion about learning material that already learned and
finally students got knowledge that can improve their learning achievement.
2. Implementation Numbered Heads Together type of cooperative learning
model to improve students’ mathematical learning achievement is effective.
3. Response that given by students to mathematics learning after implementation
Numbered Heads Together type of cooperative learning model is positive.
5.2. Suggestions
Based on the research result, then the author gives some suggestions to the
mathematics learning, especially in Senior High School, as follows:
1. In the implementation Numbered Heads Together type of cooperative learning
model, its better teacher gives motivate to students to develop their confidence
that will present their discussion result, because not all students are ready to
make presentation.
2. For teacher is suggested to change the group member after one cycle to make
a new learning condition in the classroom that can support enthusiastic of
students.
67
3. For the next researcher who wants to do research using Numbered Heads
Together type of cooperative learning model expected to manage the time for
each step because Numbered Heads Together require much time especially
when student presenting their discussion result.
4. For the teacher can use Numbered Heads Together type of cooperative
learning model to improve students’ mathematical learning achievement.
68
REFERENCE
Abdurrahman, Mulyono, (2009), Pendidikan Bagi Anak Berkesulitan Belajar,
Rineka Cipta, Bandung
Alonquin College in Publication, (1995), Prior Learning Assessment: Guidelines
for Effective Practices, Prior Learning Assessment Office, via
(accessed
at
http://liad.gbrownc.on.ca/programs/InsAdult/currlo.htm
Wednesday, 14th May 2014, 15:25)
Arends, Richard I, (2008), Learning to Teach 9th Edition, McGraw-Hill
Companies, Inc, New York
Arends, Richard I, (2009), Belajar Untuk Mengajar, PT. Media Cipta , Jakarta
Arikunto, Suharsimi, (2010), Prosedur Penelitian Suatu pendekatan Praktik,
Rineka Cipta, Jakarta
, (2012), Penelitian Tindakan Kelas. PT.Bumi Aksara, Jakarta
Best, John W., and Khan, James V., (2002), Research In Education 7th Edition,
Prentice-Hall of India, New Delhi
Burton, Diana and Bartlett, Steve, (2005), Practitioner Research for Teachers,
Paul Chapman Publishing, London
Cohen, Elizabeth G., Brody, Celeste M., & Sapon Shevin, Mara, (2004), Teaching
Cooperative Learning, State University of New York Press, Albany
Djamarah, S.B., and Zain, A., (2006), Strategi Belajar Mengajar, Rineka Cipta,
Jakarta
Eggen, Paul D., Kauchak, Donald P.,and Harder, Robert J.,(1979), Strategies For
Teachers, Information Processing Models in The Classroom. PrenticeHall, Inc, New Jersey
FMIPA UNIMED, (2012), Pedoman Penulisan Proposal dan Skripsi Mahasiswa
Program Studi Kependidikan, FMIPA, Medan
Gillies, Robyn M., and Ashman, Adrian F., (2003), Cooperative Learning – The
Social And Intellectual Outcomes of Learning In Groups, Routledge Falmer
Taylor & Francis Group, London
Gillies, Robyn M., Ashman, Adrian F., and Terwel, Jan, (2008), The Teacher’s
Role in Implementing Cooperative Learning in the Classroom, Springer
Science+Business Media, New York
Isjoni, (2009), Cooperative Learning, Alfabeta, Bandung
69
Koshy, Valsa, (2005), Action Research for Improving Practice, Paul Chapman
Publishing, London
Kothari, C.R, (2004), Research Methodology Methods and Techniques 2th
Revised Edition, New Age International Publishers, New Delhi
Kunandar, (2009), Langkah Mudah Penelitian Tindakan Kelas Sebagai
Pengembangan Profesi Guru, Rajawali Pers, Jakarta
Oliver, Paul,(2004), Writing Your Thesis. SAGE Publications, London
Polloway, E.A. Patton, J.R., & Serna, S., (2001). Strategies for Teaching Learners
With Special Needs (7th Edition). Merrill Prentice Hall, Englewood Cliffs ,
NJ
Programme
for
International
Study Assessment
(PISA),
http://www.oecd.org/pisa/ (Accessed February 06th, 2014)
(2012),
Rusman, (2012), Model-model Pembelajaran Mengembangkan Profesionalisme
Guru, Rajawali Pers, Jakarta
Sagor, Richard, (2005), The Action Research Guidebook. Corwin Press A SAGE
Publications Company, California
Slameto, (2010), Belajar dan Faktor – Faktor yang Mempengaruhinya, Rineka
Cipta, Jakarta
Slavin, Robert E, (2005), Cooperative Learning Teori, Riset dan Praktik, Nusa
Media, Bandung
Trianto, (2009), Mendesain Model Pembelajaran Inovatif-Progresif. Kencana
Prenada Media Group, Jakarta
ii
BIOGRAPHY
Riny Oktora Purba was born in Medan on October, 28th 1992. Her father’s
name is Pelda Jonni Purba and her mother’s name is Roma Ros Saragaih, S.Pd.
She is the third in her family and she has three sisters and one brother. In 1997 the
author starts her education in TK Yayasan Bonapasogit Sejahtera Porsea and
graduated in 1998. In 1998, the author continues her education in SDN No.
173631 and graduated in 2004. In 2004, the author continues her education in
SMP Yayasan Bonapasogit Sejahtera Porsea and graduated in 2007. And then in
2007, the author continues her education in SMA Negeri 2 Balige and graduated
in 2010. In 2010, the author was accepted in State University of Medan as student
in bilingual class for Mathematics Education Study Program and graduated in
2014.
COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’
MATHEMATICAL LEARNING ACHIEVEMENT AT GRADE
VIII SMP N 2 PORSEA ACADEMIC YEAR 2014/2015
By :
Riny Purba
ID. 4103312023
Bilingual Mathematics Education
THESIS
Submitted to Fulfill the Requirement for
Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2014
i
iv
PREFACE
Give thanks to Almighty God for gives blessing, health, and wisdom to the
author until the thesis entitled “Implementation Numbered Heads Together (NHT)
Type of Cooperative Learning Model to Improve Students’ Mathematical
Learning Achievement at Grade VIII SMP N 2 Porsea Academic Year
2014/2015” was finish. This thesis was arranged to fulfill the requirement for
Sarjana Pendidikan degree of Mathematics and Natural Science Faculty in State
University of Medan.
In the completion of this thesis, the author was achieves so many helps and
supports from various sides. For that, the author says thank you so much to Prof.
Dr. Hasratuddin, M. Pd as thesis supervisor who patiently guides the author by
giving advice, input, and remarks. Also the author says thank you so much to
Prof. Dr. Muhktar, M. Pd, Prof. Dr. Edi Syahputra, M. Pd and Drs. Syafari, M. Pd
as examiner lecturers for reviewing thesis by give input and great comments for
this thesis perfection. Author says thank you so much to Prof. Dr. Sahat Saragih,
M. Pd as academic supervisor who gives advices during lecturing process and also
thank you so much for all FMIPA lecturers.
Big thanks are extended to Prof. Dr. Ibnu Hajar, M. Si. as rector of State
University of Medan and employee staff in office of university head, Prof. Drs.
Motlan, M. Sc., Ph.D as Dean Faculty of Mathematics and Natural Sciences and
to coordinator of bilingual Prof. Dr. rer.nat. Binari Manurung, M. Si., Drs.
Syafari, M. Pd. as Chief of Mathematics Department, Zul Amry, M. Si. as Chief
of Mathematics Education Study Program, Drs. Yasifati Hia, M. Si as Secretary of
Mathematics Education, and all of employee staff who have helped the author.
The author gives special thanks to lovely mother Roma Ros Saragih, S.Pd
and lovely father Pelda Jonni Purba (+) who patiently raise the author well and
become the best motivator to the author until now. Thank you Mom and Dad.
Thank you so much to warm family’s members: Hendra Jasman Purba, S.Si (the
only one brother), Lestari Anita Purba, Amk (Rika Onesan), Arny Masnita Purba
v
(UUD 45), Gita Christy Purba (magnae sister) and also to Gawei Rosa, Kasih
Aurora Purba (niece/enemy) and Klarisa Maura Purba (silent baby) who always
give supports and prays and also thanks to Cherry (Charolina Lumban Gaol and
Eventina Monance Sitorus) as best friend for give motivations.
The author says thank you so much to Mananti Simanjuntak, S. T as
school principle, Elpina Gurning, S. Pd as mathematics teacher, all of teachers and
staffs, and also VIII-1 students in SMP Negeri 2 Porsea for helping the author
during research action.
Special thanks to big family in Bilingual Mathematics Class 2010: Bdul,
Anggi, Dian, Dwi, Elfan, Erlin Chingu, Kiki, Ana, Princess Lia, Mila, Maria
Yeppo, Martiin, Meiva, Melin, Nelly, Om Surya, Petraaa, Ibu Rully, Tika, SLa,
Siti, Uli, Mimi and PPLT Berastagi’s members: Eka Choi, Feggi, Fredika, HaJe,
Ika, Rindy, Shanti, Sinitta and also thanks for Marindal’s community: Bang Indra
Purba, Kak Nova Sinaga, and Kak Indah Sinaga who give supports and
motivations during completion of thesis.
The author already gives the big effort to write this thesis, and about the
weakness of thesis the author need some suggestions to make it better. For the
last, the author hopes the contents of this paper would be useful in enriching the
knowledge.
Medan, September 01st 2014
Author,
Riny Purba
ID. 4103312023
iii
Implementation Numbered Heads Together (NHT) Type of Cooperative
Learning Model to Improve Students’ Mathematical Learning
Achievement at Grade VIII SMPN 2 Porsea
Academic Year2014/2015
Riny Purba (IDN 4103312023)
ABSTRACT
Objectives of this research are: (1) To know how Numbered Heads Together type
of cooperative learning model can improve students’ mathematical learning
achievement, (2) To know the effectiveness of Numbered Heads Together type of
cooperative learning model to students’ mathematical learning achievement, and
(3) To know response that given by students to mathematics learning after
implementation Numbered Heads Together type of cooperative learning model.
This research include to Class Action Research (CAR) that was conducted in SMP
N 2 Porsea. The subject of this research is all of students in VIII-1 class academic
year 2014/2015 with number of students as many as 24 students that consist of 20
females and 4 males. Object of this research is students’ mathematical learning
achievement and Numbered Heads Together type of cooperative learning model.
The research was conduct in two cycles, cycle I consists of two meetings and
cycle II consists of two meetings. The mathematical learning achievement test
was conduct in the end of cycle. The research result can be seen as follows: (1)
The result of students’ mathematical learning achievement test in cycle I: the
average score was 67.71, there were 15 students got score greater than or equal to
65, 9 students got score less than 65, and classical learning mastery was 62,50%.
(2) Implementation Numbered Heads Together type of cooperative learning
model to improve students’ mathematical learning achievement was effective, (3)
Responses that given by students to mathematics learning after implementation
Numbered Heads Together type of cooperative learning model was positive.
Keywords: Numbered Heads Together, Students’ Mathematical Learning
Achievement
vi
CONTENTS
Page
Authentication Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of contents
vi
List of Figure
viii
List of Table
ix
List of Appendix
x
CHAPTER I INTRODUCTION
1
1.1
Background
1
1.2
Problem Identification
4
1.3
Problem Limitation
4
1.4
Problem Formulation
5
1.5
Research Objective
5
1.6
Research Benefit
5
1.7
Operational Definitions
6
CHAPTER II REVIEW OF LITERATURE
7
2.1
Theoretical Framework
7
2.1.1
Cooperative Learning
7
2.1.1.1 Definition of Cooperative Learning
7
2.1.1.2 Cooperative Learning Objectives
8
2.1.1.3 Essential Element & Principles
of Cooperative Learning
2.1.1.4 Syntax of Cooperative Learning Model
10
11
2.1.2 Numbered Heads Together Type of
Cooperative Learning Model
13
vii
2.1.2.1 Definition of Numbered Heads Together
13
2.1.2.2 Numbered Heads Together Objectives
14
2.1.2.3 The Advantages and Weakness of NHT
15
2.1.3 Learning
15
2.1.3.1 Definition of Learning
15
2.1.3.2 Definition of Learning Achievement
17
2.2
Conceptual Framework
18
2.3
Action Hypothesis
19
CHAPTER III RESEARCH METODOLOGY
21
3.1
Type of Research
21
3.2
Location and Time of Research
21
3.3
Subject and Object of Research
21
3.4
Mechanism and Design of Research
21
3.5
Source of Data
28
3.6
Technique of Collecting Data
28
3.7
Research Instruments
29
3.8
Data Analysis Techniques
33
3.9
Indicator of Success
36
CHAPTER IV RESEARCH RESULT AND DISCUSSION
38
4.1
Description of CAR Realization
38
4.2
Description of Research Result
38
4.3
Research Result
60
4.4
Discussion of Research Result
61
CHAPTER V CONCLUSSION AND SUGGESTION
63
5.1
Conclusions
63
5.2
Suggestions
64
REFERENCES
68
DOCUMENTATION
162
ix
LIST OF TABLE
Page
Table.2.1.
Syntax of Cooperative Learning Model
13
Table.3.1.
Classification of Reability Interpretation
31
Table.3.2.
Interpretation of Normalization Gain
34
Table.3.3.
Criteria of Students’ Responses
35
Table 3.4.
Criteria of Teacher or Students’ Activity Observation
36
Table.4.1.
Observation Result of Teacher’s Activity Cycle I
41
Table.4.2.
Observation Result of Students’ Activity Cycle I
42
Table.4.3.
Result of Student Response Questionnaire Cycle I
43
Table.4.4.
Result of Student Response Questionnaire for Each
44
Indicator Cycle I
Table.4.5.
Minimum, Maximum and Average Scores of Students’
45
Mathematical Learning Achievement Test I Result
Table.4.6.
Data of Students’ Learning Mastery in Learning
46
Achievement Test I
Table.4.7.
Observation Result of Teacher’s Activity Cycle II
52
Table.4.8.
Observation Result of Students’ Activity Cycle II
53
Table.4.9.
Result of Student Response Questionnaire Cycle II
54
Table.4.10.
The Results of Student Response for Each Indicator
55
Cycle II
Table.4.11.
Minimum, Maximum and Average Scores of Students’
56
Mathematical Learning Achievement Test II Result
Table.4.12.
Data of Students’ Learning Mastery in Test II
57
Table.4.13.
The Average Score of Students’ Mathematical Learning
58
Achievement
Table.4.14.
The Improvement of Students’ Learning Achievement
Classically
59
viii
LIST OF FIGURE
Page
Figure.3.1.
O’Leary Cycle of Research
23
Figure.4.1.
The Pie Chart of Students’ Mathematical Learning
46
Achievement Test Result in Cycle I
Figure.4.2.
The Pie Chart of Students’ Mathematical Learning
57
Achievement Test Result in Cycle II
Figure.4.3.
The Line Diagram of Students’ Average Score
58
Improvement
Figure.4.4.
The Line Diagram of Students’ Learning Achievement
Classically Improvement
59
x
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan I
65
Appendix 2
Lesson Plan II
71
Appendix 3
Lesson Plan III
78
Appendix 4
Lesson Plan IV
86
Appendix 5
Students Activity Sheet (SAS) 1
92
Appendix 6
Students Activity Sheet (SAS) 2
94
Appendix 7
Students Activity Sheet (SAS) 3
96
Appendix 8
Students Activity Sheet (SAS) 4
99
Appendix 9
Blueprint of Mathematical Learning Achievement
103
Test I
Appendix 10
Appendix 11
Appendix 12
Mathematical Learning Achievement Test I
104
Alternative Solution of Mathematical Learning
Achievement Test I
Scoring
Guideline
for
Mathematical
Learning
Achievement Test I
105
106
Appendix 13
Validity Test I
107
Appendix 14
Blueprint of Mathematical Learning Achievement
112
Test II
Appendix 15
Mathematical Learning Achievement Test II
113
Appendix 16
Alternative Solution of Mathematical Learning
114
Achievement Test II
Appendix 17
Scoring
Guideline
for
Mathematical
Learning
116
Achievement Test II
Appendix 18
Validity Test II
118
Appendix 19
List of Students Name in Class VIII-1 SMP N 2
123
Porsea Academic Year 2014.2-2015
Appendix 20
List of Group in Cycle I
124
Appendix 21
List of Group in Cycle II
125
xi
Appendix 22
Result
of
Students’
Mathematical
Learning
126
Mathematical
127
Learning
129
Mathematical
130
Achievement Test I
Appendix 23
Criteria
of
Students’
Score
of
Learning Achievement Test 1
Appendix 24
Result
of
Students’
Mathematical
Achievement Test II
Appendix 25
Criteria
of
Students’
Score
of
Learning Achievement Test II
Appendix 26
Teacher Activity Observation Sheet Cycle I
132
Appendix 27
Teacher Activity Observation Sheet Cycle I
134
Appendix 28
Teacher Activity Observation Sheet Cycle II
136
Appendix 29
Teacher Activity Observation Sheet Cycle II
138
Appendix 30
Students Activity Observation Sheet Cycle I
140
Appendix 31
Students Activity Observation Sheet Cycle I
142
Appendix 32
Students Activity Observation Sheet Cycle II
144
Appendix 33
Students Activity Observation Sheet Cycle II
146
Appendix 34
Blueprint of Students Response Questionnaire
148
Appendix 35
Questionnaire of Students Response
149
Appendix 36
Students’ Response Questionnaire Result Cycle I
151
Appendix 37
Students’ Response Questionnaire Result Cycle II
153
Appendix 38
The value of r – Product Moment
155
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
1. Implementation of learning by using Numbered Heads Together type of
cooperative learning model was conducted by teacher conveyed learning
material, and then students were divided into six groups that consist of 4
students and ask them to solve the problems in SAS. In here, teacher always
gave motivation and guidance so that students can solve the problems
correctly and all of member in the group be active during discussion process.
After that teacher called a number to present the group discussion result and
gave opportunity to other students to give their opinions. After that, teacher
and students make conclusion about learning material that already learned and
finally students got knowledge that can improve their learning achievement.
2. Implementation Numbered Heads Together type of cooperative learning
model to improve students’ mathematical learning achievement is effective.
3. Response that given by students to mathematics learning after implementation
Numbered Heads Together type of cooperative learning model is positive.
5.2. Suggestions
Based on the research result, then the author gives some suggestions to the
mathematics learning, especially in Senior High School, as follows:
1. In the implementation Numbered Heads Together type of cooperative learning
model, its better teacher gives motivate to students to develop their confidence
that will present their discussion result, because not all students are ready to
make presentation.
2. For teacher is suggested to change the group member after one cycle to make
a new learning condition in the classroom that can support enthusiastic of
students.
67
3. For the next researcher who wants to do research using Numbered Heads
Together type of cooperative learning model expected to manage the time for
each step because Numbered Heads Together require much time especially
when student presenting their discussion result.
4. For the teacher can use Numbered Heads Together type of cooperative
learning model to improve students’ mathematical learning achievement.
68
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ii
BIOGRAPHY
Riny Oktora Purba was born in Medan on October, 28th 1992. Her father’s
name is Pelda Jonni Purba and her mother’s name is Roma Ros Saragaih, S.Pd.
She is the third in her family and she has three sisters and one brother. In 1997 the
author starts her education in TK Yayasan Bonapasogit Sejahtera Porsea and
graduated in 1998. In 1998, the author continues her education in SDN No.
173631 and graduated in 2004. In 2004, the author continues her education in
SMP Yayasan Bonapasogit Sejahtera Porsea and graduated in 2007. And then in
2007, the author continues her education in SMA Negeri 2 Balige and graduated
in 2010. In 2010, the author was accepted in State University of Medan as student
in bilingual class for Mathematics Education Study Program and graduated in
2014.