EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI ARITMATIKA SOSIAL DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SEKABUPATEN PACITAN
Abstract: The objectives of
research were to find out: (1) which learning model provided better student
learning achievement, Problem based Learning (PBL) or Numbered Heads Together
(NHT) type of Cooperative Learning or direct learning model, (2) which students
had better mathematics learning achievement, those with auditory, or visual, or
kinesthetic learning style, (3) in each
learning model, which one had mathematics learning achievement better, whether
the students with auditory, those with visual or those with kinesthetic
learning style, (4) in each learning
style, which one provided better mathematics learning achievement, Problem
based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative
Learning or direct learning model. This study was a quasi experimental research
with a 3 x 3 factorial design. The population of research was all of the VII
graders of Junior High Schools in Pacitan Regency. The sample was taken using
stratified cluster random sampling. The sample of research consisted of 242
students: 82 students for the experiment 1, 80 students for experiment 2 and 80
students for control classes. Considering the result of hypothesis testing, the
following conclusions could be drawn. (1) The Problem Based Learning, the NHT
type of cooperative learning, and direct learning models provided equal
mathematics learning achievement. (2) The students with visual learning style
had the mathematics learning achievement equal to those with kinesthetic one.
Those with visual learning style had the mathematics learning achievement
better than those with auditory one. Those with kinesthetic learning style had
the mathematics learning achievement better than those with auditory one. (3)
In PBL learning model, the students with visual learning style had the
mathematics learning achievement better than those with auditory one, but those
with visual learning style had the mathematics learning achievement equal to
those with kinesthetic one, and those with auditory learning style had the
mathematics learning achievement equal to those with kinesthetic one. In NHT
type of cooperative learning model, the students with visual learning style had
the mathematics learning achievement equal to those with auditory one and those
with visual learning style had the mathematics learning achievement equal to
those with kinesthetic one, but those with auditory learning style had the
mathematics learning achievement better than those with kinesthetic one. In
direct learning model, the results of the three learning style provided equal
learning achievement. (4) In the students with visual learning style, PBL model
provided learning achievement equal to the NHT type of cooperative learning
one, PBL did better than the direct one, and the NHT type did better than the
direct one. In auditory learning style, PBL model provided the learning
achievement equal to the NHT type, while PBL did better than the direct one,
and the NHT type did better than the direct one. In those with kinesthetic
learning style, PBL model provided learning achievement equal to the NHT type
of cooperative learning one, PBL did better than the direct one, and the NHT
type did better than the direct one. In auditory learning style, PBL model
provided the learning achievement equal to the NHT type, PBL provided learning
achievement equal to the direct one, and the NHT type did better than the
direct one.
Penulis: Retno
Anggraheni, Budiyono, Sri Subanti
Kode Jurnal: jpmatematikadd140160
