Hasil Belajar Kognitif Siswa Melalui Model Pembelajaran Kooperatif Tipe Air Dan NHT

Abstract

This study aims to find out the significant differences between students' mathematical understanding abilities that are taught using the Cooperative Learning Model type Auditory Intellectualy Receptition (AIR), Numbered Heads Together (NHT), and conventional learning models, and which learning model gives better results to improve students' mathematical understanding abilities. This type of research is quasi-experimental. The population in this study was class VIII 27 of Seluma State Junior High School consisting of 4 classes. The sample of this study was chosen 3 classes randomly, namely class VIII A as the experimental class I using the Cooperative learning model type Auditory Intellectualy Receptition (AIR), class VIII B as the experimental class II using the cooperative learning model type Numbered Heads Together (NHT), and Class VIII C as a control class using conventional learning models. Data collection on student mathematics learning outcomes in the form of tests consisting of pre-test and post-test. Data were analyzed using ANAVA and BNT. Based on ANAVA results, there are differences between students' mathematics learning outcomes in experimental class I, experimental class II, and control class. Based on the LSD test it was found that the treatment between the experimental class I with the experimental class II, the experimental class I with the control class, and the experimental class II with the control class there were differences. Auditory IntellectualyReceptition (AIR) cooperative learning model provides better results than the Numbered Heads Together (NHT) type of cooperative learning model and Conventional learning model.Keywords: mathematical understanding ability, AIR, NHT, learning model

The Effect of Auditory Intellectually Repetition (Air) Learning Model on Learning Outcomes of Students Class X Office Management

“…While the opinion of Widyaningsih & Puspasari (2021) cooperative learning is a learning method that requires students' consideration to work together in achieving common goals. Also agree with Kamil & Kashardi (2020), that the AIR learning model is a type of cooperative learning which emphasizes three aspects including Auditory (listening), Intellectually (thinking), and Repetition (repetition). The Auditory Intellectually Repetition (AIR) learning model includes 3 aspects, namely: Auditory (listening), Intellectually (thinking), and Repetition (repetition) (Sumarni et al, 2016).…”

“…Research conducted by Kamil & Kashardi (2020) also states that there are significant differences where the AIR model gives better results compared to conventional, in terms of the average posttest score. This is also in line with research conducted by Agustiana et al (2018) which states that there are differences between class learning outcomes that use conventional learning models and classes that use the Auditory Intellectually Repetition (AIR) learning model.…”

Upaya Meningkatkan Kualitas Pembelajaran Matematika Materi Geometri dengan Menggunakan Pembelajaran Kooperatif Tipe STAD Di MIN Kota Jambi

“…Oleh karena itu, upaya perbaikan pembelajaran matematika di kelas IV MIN Kota Jambi dilakukan dengan menerapkan model pembelajaran kooperatif. Pembelajaran kooperatif adalah pembelajaran yang dilakukan dengan cara mengelompokkan siswa kedalam kelompok-kelompok kecil untuk saling bekerjasama dengan prinsip mempelajari sesuatu sebagai sebuah tim dengan difasilitasi oleh guru (Kamil & Kashardi, 2020).…”

Upaya Numbered Head Together Dalam Meningkatkan Hasil Belajar Matematika Pada Siswa MTSN 3 Kota Jambi

“…Namun hasil dari penelitian yang dilakukan oleh (Kurniati & Sari, 2019) dalam penelitiannya bahawa metode NHT masih relevan digunakan dalam meningkatkan kemapuan pemahaman yang akan mempengaruhi hasil belajar. sebaliknya (Kamil & Kashardi, 2020) dalam penelitian ini menunjuukan bahawasanya metode NHT tidak dapat menunjukan hasi yang maksimal dalam experimennya sehingga hasil belajar tidak dapat meningkat dibandingkan metode lainya. Sehingga dalam penelitian ini menenemukan bahawasanya metode ini harus terlaksana secara sistematis agar tidak terjadi permasalahan dalam pelakssanan metode NHT.…”