EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NHT DAN TPS TERHADAP PRESTASI BELAJAR DAN MOTIVASI BERPRESTASI SISWA DITINJAU DARI KECERDASAN EMOSIONAL POKOK MATERI PERSAMAAN LINEAR SATU VARIABEL PADA SISWA SMP NEGERI DI KOTA SURAKARTA
Abstract: This research was
aimed to know: (1) which gave achievement and motivation to do better, students
who were subjected to cooperative models of NHT, TPS, or Conventional and
students with high, medium, or low emotional intelligence; (2) on each model of
learning and at each category of emotional intelligence which provided
achievement and motivation to do better. The
population was all the students of
VII grade of Junior High Schools in Surakarta year of 2013/2014 and
obtained a sample of 266 students. The
instruments used was achievement test, motivation, and emotional intelligence
questionnaire. Test requirements analysis included a multivariate normality and
the variance-covariance homogeneity test. Balance test used a unbalanced one
way multivariate and hypothesis testing used unbalanced two way multivariate.
The results of research were: (1a) students subjected to NHT gave as good as
the achievement of TPS but better than Conventional, and TPS provided a better
achievement than Conventional. As well students subjected to NHT, TPS, and
Conventional gave the same motivation, (1b) students with high emotional
intelligence provided as good learning achievement as the students with
moderate and low emotional intelligence. As well students who have high
emotional intelligence gave better motivation than medium or low emotional
intelligence but students with medium emotional intelligence provided as
good motivation as the students with low
emotional intelligence; (2ai) in each learning model, students with high,
medium, and low emotional intelligence gave the same achievement, (2aii) in NHT
model, students with high emotional intelligence gave as good as the motivation
of students with medium emotional intelligence. As well students with high and
medium emotional intelligence gave motivation better than low emotional
intelligence, (2aiii) in TPS model, students with high emotional intelligence
gave motivation better than medium and low emotional intelligence but students
with medium emotional intelligence gave as good motivation as students with low
emotional intelligence, (2aiv) in Conventional model, students with high,
medium, and low emotional intelligence gave the same motivation, (2bi) in each
category of emotional intelligence, NHT gave as good as the achievement of TPS,
but NHT and TPS gave better achievement than Conventional, (2bii) at high
emotional intelligence, students subjected to NHT gave as good as the
motivation of TPS, but NHT and TPS better than Conventional, (2biii) at medium
and low emotional intelligence, students subjected to NHT, TPS, and
Conventional gave the same motivation.
Penulis: Riski Aspriyani, Mardiyana,
Dewi Retno Sari S
Kode Jurnal: jpmatematikadd140175
