EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA MATERI PERSAMAAN GARIS DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA MTsN DI KABUPATEN SRAGEN
Abstract: This research is
aimed to view: (1) which gives a better learning achievement, learning Numbered Head Together (NHT) with
the AfL through peer assessment, NHT or direct learning, (2) which gives better
achievement, low, medium or high level creativity in mathematics learning, (3)
which has better mathematics learning achievement, student having low, medium
or high learning creativity on each learning model, (4) which learning model
gives better achievement in learning mathematics, learning model Numbered Head
Together (NHT) with the AfL through peer assessment, learning models Numbered
Head Together (NHT) or direct learning model on each student’s creativity
level. This research was a quasi-experimental research with 3x3 factorial
design. The study population was all students MTsN in Sragen. The sampling
technique used a stratified cluster random sampling. The samples were 294
students, consisted of 95 students in the first experimental class, 100
students in the second experimental class and 99 students in the control class.
Data collected through mathematics achievement tests and questionnaires of
study mathematics creativity. Hypothesis testing used two- way analysis of
variance with unbalanced cells. The results show as follows. (1) The NHT with
the AfL through peer assessment model provide a better learning performance
than the NHT and direct learning model. The NHT model provide a better learning
performance than the direct learning model. (2) Students with a high level
learning creativity have a better achievement than students who have medium and
low creativity. Students with medium and low level creativity gain the same
learning achievement. (3) In the NHT learning model with the AfL through peer
assessment, students with a high level creativity gain better learning
achievement than students with medium learning creativity, but when compared
with students who have low learning creativity get the same academic
achievement. While using NHT model and
direct learning, students with high, medium and low creativity get the same
learning achievement. (4) At the high level of creativity, NHT with the AfL through peer assessment
model gived a better performance than the NHT and direct learning, NHT and
direct learning models provide the same learning performance. Students having
medium and low level of creativity provide the same learning achievement in
each learning models.
Penulis: Sholeh Muntasyir, Budiyono,
Budi Usodo
Kode Jurnal: jpmatematikadd140179
