THE DIFFERENCE OF STUDENT’S PHYSICS LEARNING OUTCOMES USING COOPERATIVE LEARNING MODEL TYPE NUMBERED HEAD TOGETHER WITH DIRECT INSTRUCTION IN GRADE X SMA NEGERI 1 BERASTAGI
ABSTRACT: The purpose
of this research
was to find
out the difference
of student’s physics learning
outcomes using cooperative learning type numbered heads together model
with direct instruction
model in topic
dynamic electric at grade
X SMA N
1 Berastagi Academic Year
2012/2013. Method of this research
is by using
quasi experiments with
one group post-test,
pre-test design. Population in this research were all students in grade
X amount 224 students consist
of 7 classes.
Sampling technique was
random sampling. The sample in
this research are
students of grade
X SMA N 1 Berastagi academic year
2012/2013 consists of
two class, X4 as
experiment class using Numbered
Head Together and X5 as
control class using direct instruction model. There
were three instrument
for research, such as multiptle
choice test as
cognitive instrument, affective
assessment instrument, and psychomotoric assessment instrument.
Learning outcomes of students is from
affective, psychomotoric, and cognitive value. Affective and psychomotoric
of experiment class
was enough category,
while affective and psychomotoric
in control class
was bad category.
The cognitive show by
post test, mean
value of experimental
class was good category, and mean value of control
class was enough category. The result of t test was pre-test get value tcount
is 0.68 means there was no difference of student’s physics
learning outcomes between
control and experiment
class. For the post
test H0 was refused
because tcount is 4.43 means
there was a difference
of student’s physics
learning outcomes between
control and experiment class .
So can be
concluded that there
was the difference
of student’s physics learning
outcomes using cooperative
learning type numbered heads
together and direct instruction
model in topic dynamic electricity at grade X SMA N 1
Berastagi Academic Year 2012/2013.
Author: Tionar Melissa Malau
and Sahyar
Journal Code: jpfisikagg140010
