The Effects of Type Learning Model Numbered Head Together And Think Pair Share

Abstract

The aim of this research is to know the difference of the average of mathematics learning outcomes between the students Whose learning using cooperative learning model of type Head Head Together (NHT) Whose learning with the students using Think Pair Share (TPS) on the subject matter of the Circle. The population in this research is the eighth class of the second half of SMP N 1 Adiluwih in the academic year 2017-2018. Sampling was taken by cluster random sampling technique. The research instrument used to Obtain the data in the form of the test while for the data analysis is done normality test and homogeneity test. Since the sample comes from a normal and homogeneous distributed the data then it is continued with t-Test. Result of the data analysis can be concluded that there is difference of the mean result of student learning of mathematics using NHT type cooperative learning models with a mean of mathematics learning result of student using TPS learning models and the mean of student learning result by using cooperative learning model of type NHT is greater than the average mathematics learning outcomes of students taught by using the TPS learning models.

Penerapan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Untuk Meningkatkan Hasil Belajar Pkn Siswa Kelas IV Semester Ganjil SD Negeri 8 Tianyar Barat Tahun Pelajaran 2017/2018

“…Untuk memperbaiki dan meningkatkan mutu proses dan hasil pembelajaran, falsafah dan metodologi pembelajaran senantiasa harus dimutakhirkan, diperbaharui, dan dikembangkan oleh berbagai kalangan khususnya kalangan pendidikan, pengajaran, dan pembelajaran. Oleh karena itu, falsafah dan metodologi pembelajaran silih berganti harus dipertimbangkan, digunakan atau diterapkan dalam proses pembelajaran dan pengajaran (Juhji, 2016;Rahayu & Suningsih, 2018).…”

A Comparative Analysis of TPSCooperative Learning Model Over Conventional Teaching Method for Students’ Achievement in Environmental Science: An Indian Case Study

“…Being simple, this is a highly effective and versatile technique which can be implemented at any level from early childhood to tertiary level and beyond also (Indra et al, 2018;Marhaeni et al, 2013;Rahayu & Suningsih, 2018;Sugiarto & Sumarsono, 2014;Tint & Nyunt, 2015). It lays the foundation stone for a collaborative and cooperative learning structure in the classroom scenarios.…”

Improvement of Mathematical Communication Skills for Students DIII Mechanical Engineering with Think Pair Share Method: A Case of Indonesia

“…In TPS, students can work in a limited number of groups and must measure what is known and what they do not know also must have the ability to learn about problem solving. The main role of the lecturer is to facilitate the learning process, they do not provide solutions directly (Rahayu & Suningsih, 2018). Then TPS as the educational method has the following characteristics:…”

“…Lecturers give estimated time in this study approximately 5 minutes for this process, and it is done online, (3) In the next step, lecturer asks the couples in this study group are sharing with the whole group they have discussed. Things are generally more effective go around the neighborhood couple to couple and have sustainability some couples get a chance to report (Arnidha, 2016;Faradiba et al, 2018;Hetika et al, 2018;Qurohman, 2018;Rahayu & Suningsih, 2018). In general, the basic skills that are expected to be explored and improved mathematics learning activities are Mathematical Communication skills.…”