EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DAN TIPE JIGSAW PADA POKOK BAHASAN TRIGONOMETRI KELAS XI-IPA SMA SE-KABUPATEN KUDUS DITINJAU DARI MOTIVASI BELAJAR PESERTA DIDIK TAHUN PELAJARAN 2013/2014
Abstract: The objectives of
this research were to determine: (1) which produces better mathematics learning
achievement, NHT, Jigsaw, or conventional learning model, (2) which has better
mathematics learning achievement, the students with high, medium or low
learning motivation, (3) on each learning model, which provide mathematics
learning achievement better, the student with high, medium or low learning
motivation, (4) on each level of student mathematics learning motivation, which
provide learning achievement better, NHT, Jigsaw, or conventional learning
model. This research was quasi experimental research with factorial design 3 x
3. The research population was all XI science grade students of senior high
school in Kudus regency in academic year 2013/2014. The sampling technique of
this research was done by stratified cluster random sampling. The techniques of
data collection by using test, questionnaire, and documentation. Hypothesis
testing used two way analysis of variance with the unbalanced cells. The
results of the research were as follows: (1) Jigsaw learning model produces
better learning achievement than NHT and conventional learning model. NHT
learning model show learning achievement as good as conventional learning model.
(2) The students who have high learning motivation have a better academic
achievement than the students who have medium and low learning motivation. The
students with medium learning motivation have learning achievement as good as
the students with low learning motivation. (3) In Jigsaw learning model,
students who have high learning motivation has academic achievement as good as
students who have medium learning motivation, students who have high learning
motivation have a better academic achievement than students who have a low
learning motivation and students who have medium learning motivation are having
academic achievement as good as students who have a low learning motivation. In
the NHT learning model and conventional, the students who have high, medium and
low learning motivation have equally good learning achievement, (4) In high
learning motivation, Jigsaw learning model produces academic achievement better
than NHT and conventional learning model. NHT learning model produce academic
achievement as good as conventional learning model. In medium and low learning
motivation, Jigsaw, NHT and conventional learning model produce equally good
learning achievement.
Key words: Jigsaw learning
model, NHT learning model, Conventional learning model, Learning Motivation,
Mathematics Learning Achievment
Penulis: Arsa’ad Kurniadi,
Mardiyana, Riyadi
Kode Jurnal: jpmatematikadd140180
