scholarly journals Perbedaan Prestasi Siswa Model Pembelajaran Kooperatif Tipe STAD dan NHT Materi Koordinat Kartesius

2021 ◽  
Vol 1 (3) ◽  
pp. 285-296
Author(s):  
Rahman Hidayat ◽  
Sripatmi Sripatmi ◽  
Muhammad Turmuzi ◽  
Nani Kurniati
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Significance Level ◽  
School Year ◽  
Class Viii ◽  
Implementation Data ◽  
Student Team

This study aims to determine whether there are differences in maths learning achievement between classes taught by cooperative learning model Student Team Achievement Division (STAD) type and class taught by cooperative learning type Numbered Head Together (NHT) in material sistim coordinat cartesius class VIII SMP Negeri 1 Kediri 2018/2019 school year. Data collection techniques in this study are test techniques with instruments in the form of learning achievement test, learning implementation observasion sheets and learning implementation. Data analysis techniques use descriptive statistics. Hypothesis test of students' final ability (posstest) with t-test of two parties at a significance level of 5% resulted in tcount <ttable namely 0,020 < 2.030 which means that there were nothing differences in mathematics learning achievement between classes taught by cooperative learning model Student Team Achievement Division ( STAD) and classes taught by the cooperative learning model Numbered Head Together (NHT) in material sistim coordinat cartesius class VIII SMP Negeri 1 Kediri academic year 2018/2019.

scholarly journals EFEKTIFITAS MODEL PEMBELAJARAN JIGSAW II PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA KELAS X SMK MUHAMMADIYAH 3 KLATEN UTARA

Intersections ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 44-51
Author(s):  
Aji Permana Putra
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Test ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Learning Model ◽  
Personality Types ◽  
Learning Achievement ◽  
Significance Level ◽  
Learning Group ◽  
Direct Learning

The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Group Jigsaw II or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 2×4 factorial design. The population was all students of SMK  Muhammadiyah 3 Klaten Utara on Academic Years 2019/2020. Sampling was done by stratified cluster random sampling technique. The total of sample was 85 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) Jigsaw II  had better learning achievement than direct learning,; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model Jigsaw II  had better than direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Kiki Riska Ayu Kurniawati ◽  
Budiyono Budiyono ◽  
Dewi Retno Sari S
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Direct Learning

<p><strong>Abstract</strong>: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of <em>Jigsaw</em> type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.</p><p><strong>Keywords</strong>:  <em>Jigsaw</em>, NHT, interpersonal intelligence</p>

scholarly journals Pengaruh Model Pembelajaran Kooperatif tipe Think Talk Write (TTW) Terhadap Prestasi Belajar Matematika Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (4) ◽  
pp. 695-702
Author(s):  
Nunung Supita Elisa ◽  
Nurul Hikmah ◽  
Muhammad Turmuzi ◽  
Arjudin Arjudin
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Effect Size ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Learning Achievement ◽  
Class Viii ◽  
Direct Learning ◽  
Data Collection Technique

This research aims to determine whether or not there is an effect of the TTW cooperative learning model on the mathematics learning achievement of class VIII students of SMPN 2 Batukiang Utara in the 2020/2021 academic year. This type of research is a quasi experiment with the posttest only control design with nonequivalent groups. The subjects in this study were class VIII A as the experimental class using the TTW learning model and VIII B as the Kontron class with the direct learning model. The data collection technique used a research instrument in the form of a description test. The statistical analysis used in this study is the t test and the effect size test. Based on the data analysis, the results of the posttest showed that the experimental class average was 62.28 and the control class was 51.25. This indicates that learning with the TTW cooperative model is better than direct learning. Data analysis with t-test at a significant level of 5% , namely 4.03≥1.67, and the effect size test with d = 1.17 (high). So it can be concluded that the type of cooperative learning model (TTW) affects the mathematics learning achievement of class VIII students of SMPN 2 Batukliang Utara in the 2020/2021 school year

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Habib Ratu Perwira Negara ◽  
Tri Atmojo Kusmayadi ◽  
Imam Sujadi
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Ability Test ◽  
Quasi Experimental ◽  
Direct Learning

<p><strong>Abstract</strong><strong>: </strong>The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.</p><p><strong>Keywords</strong>: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. </p>

scholarly journals Pengaruh model pembelajaran numbered head together (NHT) terhadap prestasi belajar matematika siswa

2019 ◽  
Vol 5 (2) ◽  
pp. 164-171
Author(s):  
Annisa Ulfah Allathifah ◽  
Afif Afghohani ◽  
Andhika Ayu Wulandari
Keyword(s):  
Cooperative Learning ◽  
Mathematics Learning ◽  
Learning Method ◽  
Research Subjects ◽  
Learning Achievement ◽  
School Year ◽  
Research Population ◽  
Class Viii ◽  
Academic Year ◽  
Cluster Random Sampling

Purpose of this research is to find out whether there is an influence of the Numbered Head Together (NHT) type of cooperative learning method on the mathematics learning achievement of Grade VIII students of SMP Negeri 1 Weru Sukoharjo in the 2018/2019 school year. This research is a simple experimental research. Population of this research is VIII grade students of SMP Negeri 1 Weru Sukoharjo in the 2018/2019 school year which is divided into 9 classes. Sample in this study was taken by cluster random sampling research subjects consisting of 2 classes, namely class VIII G as an experimental class with a total of 30 students and class VIII F as a control class with a total of 32 students, the discussion material in this study was the pythagorean theorem. Results showed the average of the experimental class and the control class differed, in other words there was an influence of the Numbered Head Together (NHT) type of cooperative learning method on the mathematics learning achievement of Grade VIII students of SMP Negeri 1 Weru in the academic year 2018/2019 Sukoharjo Regency.

scholarly journals The Effect Of Cooperative Learning Model Of Student Team Achievement Division (Stad) Type In Attempt To Improve Student Tolerance Character

2017 ◽  
Vol 2 (1) ◽  
pp. 115
Author(s):  
Siti Habsiah
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Study Data ◽  
Control Group ◽  
Control Group Design ◽  
Lecture Method ◽  
Class Viii ◽  
Student Team

This study was conducted to find out the influence of cooperative learning model of Student Team Achievement Division (STAD) type in attempt to improve student tolerance character in IPS learning in SMP Negeri 29 Bandung. The study is a type of quasi-experimental study using the design of Nonequivalent Control Group Design. The free variables in this study are cooperative learning model of Student Team Achievement Division (STAD) and the dependent variable is student tolerance character. The sample of study uses purposive sampling technique. The learning activities were carried out in two classes namely class VIII B as experimental class and class VIII F as control class. Study data obtained from the questionnaire that has been filled by students before and after treatment. The analysistechnique uses hypothesis test with T-Test. After processing data in experimental class usingtreatment in the form of STAD method, it is found that there is a significant improvement, while in control class using lecture method and there is no significant improvement. Based on the study that has been conducted, it can be concluded that there is effect from Student Team Achievement Division (STAD) method to the student tolerance character in IPS learning.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Dan Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Terhadap Hasil Belajar Matematika Siswa Pada Materi Garis Singgung Lingkaran

2018 ◽  
pp. 99
Author(s):  
Nurina Kurniasari Rahmawati ◽  
Iip Ripati Hanipah
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Homogeneity Test ◽  
Model Type ◽  
Fisher Test ◽  
Normality Test ◽  
Class Viii

This research is to prove whether the learning result of Student Mathematics with cooperative learning model of TPS type is better than the result of student learning of Mathematics with STAD type cooperative learning model on tangent material of circle. The population is the students of State Junior High School 1 East Cikarang. The sample was taken by using cluster random sampling technique from the population by randomized method, ie students of class VIII F and class VIII G as many as 60 students. The analysis test is done by normality test and homogeneity test. Normality test using Lilliefors test and Homogeneity test using Fisher test. While the hypothesis test using t-test. Based on the calculation obtained data that Lilliefors model of cooperative learning model type TPS Lhitung = 0.0954 and for Ltabel = 0.161 (0.0954 < 0.161) and for cooperative learning model type STAD = 0.1266 and for Ltabel = 0.161 (0, 1266 < 0.161), so it can be concluded that the cooperative learning model of TPS type and STAD type cooperative learning model come from the normally distributed population. Homogeneity test using Fisher test obtained Fhitung = 1.15 and Ftabel = 1.86 (1.15 < 1.86) so that TPS and STAD homogen. Hypothesis testing obtained thitung = 2.388 and ttable = 1.651. Because thitung > ttable then H0 is rejected. The conclusion of this research is there are difference of mathematics learning result of students using cooperative learning model of TPS type and mathematics learning result of students using STAD type cooperative learning model in tangent circle material in class VIII SMPN 1 Cikarang East Bekasi.

scholarly journals EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION (GI) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN

Intersections ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 30-37
Author(s):  
Aji Permana Putra ◽  
Nuria Mahdra Fajarini ◽  
Nurni Utami
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Test ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Learning Model ◽  
Personality Types ◽  
Learning Achievement ◽  
Significance Level ◽  
Learning Group ◽  
Direct Learning

The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Group Investigation (GI) or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among GI or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 2×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2019/2020. Sampling was done by stratified cluster random sampling technique. The total of sample was 80 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) GI had better learning achievement than direct learning,; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model GI  had better than cooperative learning Jigsaw II direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement

scholarly journals Implementation of Missouri Mathematics Project Learning Model on Mathematical Learning Achievement Reviewed From Prior Knowledge

2020 ◽  
Vol 3 (1) ◽  
pp. 20
Author(s):  
Fikri Aulia ◽  
Bilqis Nur Faizata ◽  
Wikan Budi Utami ◽  
M Shaefur Rokhman
Keyword(s):  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
School Year ◽  
Normality Test ◽  
Study Population ◽  
Project Model ◽  
Direct Learning ◽  
Normally Distributed

This study aims to determine whether there are differences in mathematics learning achievement in students who use the Missouri Mathematics Project model and students who use the direct learning model in terms of initial abilities. The study population was conducted in class VII students of SMP Negeri 19 Tegal in the 2018/2019 school year. Sampling using cluster random sampling. Calculation of normality test, homogeneity, and one-way ANOVA test shows that the sample is normally distributed, homogeneous and has an equal sample. Before the hypothesis test, the hypothesis prerequisite test is normality and homogeneity. From the calculations, the samples are normally distributed and homogeneous. Testing continues using the RAK, from the statistical results, there are differences in mathematics learning achievement among students who are taught using the Missouri Mathematics Project model and students who use the direct learning model in terms of initial ability

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN MEDIA KARTU DOMINO TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMA

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 161-167
Author(s):  
I Gusti Agung Ngurah Trisna Jayantika ◽  
Putu Suarniti Noviantari ◽  
I Putu Ade Andre Payadnya ◽  
I Gusti Ayu Virly Permatasari
Keyword(s):  
Cooperative Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Test Method ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
Significance Level ◽  
Academic Year ◽  
11Th Grade ◽  
Better Than

This study aimed to determine whether the mathematical learning achievement of students who learned using cooperative learning mode of STAD assisted by domino card is better than the students who learned using conventional learning model. The type of this research was quasi-experimental research in which the post-test only controlled group design. The population of this research was students of 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019 totaling 321 students who were distrbuted into 9 classes. The sample was taken using Cluster Random Sampling technique where two classes were chosen as experimental class and control class. Data of students’ mathematical learning achievement were collected by test method. Data were analyzed using one-tail t-test with a significance level of 5%. The results of data analysis showed that the mathematics learning achievement of students who learned using cooperative learning model of STAD assisted by domino card was better than the mathematics learning achievement of students who learned using the conventional learning model in 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019.

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