NHT-TPS: Experimental Model Based on Scientific Approach Viewed from Learning Activeness

Abstract

The application of certain learning Models should be adapted to the characteristics of students and the environment. This quasi-experimental study aims to identify the effect of the NHT and TPS learning Models using the scientific approach on mathematics learning outcomes viewed from the student's activeness. The population was 8th-grade students in one of the public junior high schools in Sragen, Indonesia. Each class consisted of an average of 32 students. The NHT Model was applied to the experimental class, and TPS-scientific was applied in the control class which was determined using the cluster random sampling technique. The student's activeness was measured using a questionnaire distributed before the implementation of the learning. The results of the study showed that the NHT Model affected mathematical learning outcomes better than the TPS Model. The student's learning activeness did not affect mathematics learning outcomes, and there was no interaction between learning Models and student learning activities on mathematical learning outcomes.