EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK
Abstract: The objectives of
this research were to investigate: (1) which learning model of the TSTS model,
the NHT model, and the direct learning model resulted in a better learning achievement
in mathematics; (2) which students of the students with mathematical-logical,
interpersonal, and linguistic intelligence had a better learning achievement in
mathematics; (3) in each category of the multiple intelligences, which learning
model of the TSTS model, the NHT model, and the direct learning model resulted
in a better learning achievement in mathematics; and (4) in each learning
model, which students of the students with mathematical-logical, interpersonal
and linguistic intelligence had a better learning achievement in mathematics.
This research used the quasi experimental research method with the factorial
design of 3 x 3. Its population was all of the students in Grade VII of Junior
Secondary Schools of Metro City. The size of the samples was 269 students. They
were taken by using the stratified cluster random sampling technique. The
instruments to gather the data of the research were test of learning
achievement in mathematics and questionnaire of multiple intelligences. The
proposed hypotheses of the research were tested by using the two-way analysis
of variance with unbalanced cells. The results of the research were as follows.
1) The TSTS model resulted in a better learning achievement than the NHT model
and direct model, and the NHT model resulted in a better learning achievement
than the direct learning model. 2) The students with mathematical-logical
intelligence had a better learning achievement than those with interpersonal
and linguistic intelligences, and the students with interpersonal intelligence
had a better learning achievement than those with linguistic intelligence. 3)
In the students with mathematical-logical intelligence, the TSTS model resulted
in a better learning achievement than the cooperative learning model of the NHT
model, the TSTS model and the NHT model resulted in the same learning
achievement as the direct learning model. In the students with interpersonal
intelligence, the TSTS model resulted in the same learning achievement as the
NHT and direct learning models, and the NHT model resulted in a better learning
achievement than the direct learning model. In the students with linguistic
intelligence, the TSTS and the NHT model sresulted in the same learning
achievement as the direct learning model. 4) In the TSTS model, the students
with mathematical-logical intelligence had the same learning achievement as
those with interpersonal intelligence but had a better learning achievement
than those with linguistic, and interpersonal intelligence had the same
learning achievement those with linguistic intelligence. In the NHT model, the
students with mathematical-logical, interpersonal, and linguistic intelligences
had the same learning achievement. In the direct learning model, the students
with mathematical-logical intelligence had a better learning achievement than
those with interpersonal and linguistic intelligences, and the students with
interpersonal intelligence had the same learning achievement as those with
linguistic intelligence.
Penulis: Santi Widyawati, Mardiyana,
Gatut Iswahyudi
Kode Jurnal: jpmatematikadd140206
