Pengaruh Model Kooperatif Tipe Numbered Head Together (NHT) Terhadap Hasil Belajar IPS Siswa

Authors

Ratu Nurramadhoan , Nurhasanah , Syafruddin

DOI:

10.29303/jcar.v4i2.1666

Published:

2022-05-24

Issue:

Vol. 4 No. 2 (2022): Mei

Keywords:

Numbered Hear Together (NHT) , Hasil Belajar IPS, SDN Inpres Tambe

Articles

Downloads

How to Cite

Ratu Nurramadhoan, Nurhasanah, & Syafruddin. (2022). Pengaruh Model Kooperatif Tipe Numbered Head Together (NHT) Terhadap Hasil Belajar IPS Siswa. Journal of Classroom Action Research, 4(2), 40–47. https://doi.org/10.29303/jcar.v4i2.1666

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Learning outcomes are a tool to measure the extent to which students have mastered the material taught by the teacher. This study aims to determine the effect of the Numbered Head Together (NHT) cooperative model on Social Studies learning outcomes for fourth grade students at SDN Inpres Tambe in the 2021/2022 academic year. This research is a quantitative study with a nonequivalent control group design with a quasi-experimental type of design. The population in this study were all fourth grade students of SDN Inpres Tambe in the 2021/2022 academic year. The sample in this study was the fourth grade students of SDN Inpres Tambe as the experimental class and the fourth grade students of SDN 9 Sila as the control class. Data analysis begins with a normality test using the Kolmogorov Smirnov formula with a significance level of 5% (0.05) and continues with a homogeneity test, then tests the research hypothesis and further tests with an effect size test. Then the learning outcomes data were analyzed by t-test to determine the research hypothesis. The results of data analysis obtained a sig.2 tailed value of 0.029 which is less than 0.05, then based on the research hypothesis, if tcount> ttable (2.238>1.671) then Ho is rejected and Ha is accepted. This shows that there is an effect of the Type IV Numbered Head Together (NHT) cooperative model on the Social Studies Learning Outcomes of Fourth Grade Students of SDN Inpres Tambe in the 2021/2022 academic year. Furthermore, to see how big the influence of the Numbered Head Together (NHT) cooperative model on the Social Studies Learning Outcomes of Class IV SDN Inpres Tambe students, a follow-up test using effect size was carried out, so a score of 1.00 was included in the large category. The conclusion of this study is that the Numbered Head Together type cooperative model has a change in students' cognitive learning outcomes as seen from the Numbered Head Together learning process has a significant effect on student learning outcomes based on hypothesis testing, obtained sig.2 tailed of 0.029<0.05. The influence of the Numbered Head Together learning model on social studies learning outcomes is 1.00, which is included in the large category.

References

Amalia, P., & Surya, E. (2017). Perbedaan Hasil Belajar Statistika antara Model Pembelajaran Kooperatif Tipe NHT dengan TPS. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(1), 8-14.

Aprilia, L. A., Slameto, S., & Radia, E. H. (2018). Meningkatkan Hasil Belajar Ppkn Melalui Model Pembelajaran Numbered Heads Together (NHT) Berbasis Kurikulum 2013. WACANA AKADEMIKA: Majalah Ilmiah Kependidikan, 2(1), 85-98.

Cahyani, E., & Sumardi, S. (2018). Pengaruh Model Pembelajaran cooperative Learning Tipe NHT Terhadap Hasil Belajar Siswa Pada Pembelajaran IPS. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 5(2), 335-346.

Dadri, C., Dantes, N., & Gunamantha, M. (2019). Pengaruh model pembelajaran kooperatif tipe NHT terhadap kemampuan berpikir kritis dan hasil belajar matematika siswa kelas V SD Gugus III Mengwi. PENDASI: Jurnal Pendidikan Dasar Indonesia, 3(2), 84-93.

Erfan, M., Sari, N., Suarni, N., Maulyda, M. A., & Indraswati, D. (2020). Peningkatan hasil belajar kognitif melalui model pembelajaran kooperatif tipe Numbered Head Together (NHT) tema perkalian dan pembagian pecahan. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(1), 108-118.

Gunawan, G., Purwoko, A. A., Ramdani, A., & Yustiqvar, M. (2021). Pembelajaran menggunakan learning management systemberbasis moodle pada masa pandemi covid-19. Indonesian Journal of Teacher Education, 2(1), 226-235.

Hadisaputra, S., Gunawan, G., & Yustiqvar, M. (2019). Effects of Green Chemistry Based Interactive Multimedia on the Students' Learning Outcomes and Scientific Literacy. Journal of Advanced Research in Dynamical and Control Systems (JARDCS), 11(7), 664-674.

Kistian, A. (2018). Pengaruh Model Pembelajaran Numbered Head Together (NHT) Terhadap Hasil Belajar Matematika Siswa di Kelas IV SDN 4 Banda Aceh. Genta Mulia: Jurnal Ilmiah Pendidikan, 9(2).

Muliandari, P. T. V. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe NHT (Numbered Head Together) Terhadap Hasil Belajar Matematika. International Journal of Elementary Education, 3(2), 132-140.

Mulyana, M. A., Hanifah, N., & Jayadinata, A. K. (2016). Penerapan model kooperatif tipe numbered heads together (NHT) untuk meningkatkan hasil belajar siswa pada materi kenampakan alam dan sosial budaya. Jurnal Pena Ilmiah, 1(1), 331-340.

Pangestu, C. B., & Kadir, K. (2019). Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Pembelajaran Kooperatif Tipe Numbered Head Together (Nht). Algoritma Journal of Mathematics Education, 1(1).

Permana, D., & Ahyani, H. (2020). Implementasi Pendidikan Islam Dan Pendidikan Multikultural Pada Peserta Didik. Jurnal Tawadhu, 4(1), 995-1006.

Prmana, I. N. A., Syahruddin, S. P., & Sumantri, M. (2014). Pengaruh Model Pembelajaran Team Assisted Individualzation Berbasis Nilai-Nilai Karakter Terhadap Hasil Belajar IPS Kelas IV. MIMBAR PGSD Undiksha, 2(1).Purwonto. 2016. Evaluasi Hasil Belajar. Yogyakarta: Pustaka Belajar.

Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187-199.

Rusman. 2016. Model-Model Pembelajaran Mengembangkan Profesionalisme Guru. PT Raja Grafindo Persada, Jakarta.

Siregar, F. A. (2012). Pengaruh model kooperatif tipe nht terhadap hasil belajar siswa kelas viii smp negeri 18 medan. Jurnal Pendidikan Fisika, 1(1), 33-38.

Sudjana, N. 2000. Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru Alegensindo.

Sudjana, Nana, dan Ibrahim. 2012. Penelitian dan Penilaian Pendidikan. Bandung: Penerbit Sinar Baru Algensindo Bandung.

Sugiyono. 2017. Metode Penelitian Pendidikan pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta: Bandung.

Sugiyono. 2018. Metode Penelitian Kuantitatif, Kualitatif, Kombinasi (Mixed Methods): Bandung.

Syam, A., & Sudarmi, S. (2019). Analysis of Student Entrepreneurship decision making in the Learning Prerspective. Jurnal Ad'ministrare, 6(1), 51-60.

Yuliana, L. R., Susanti, R., & Bintari, S. H. (2018). Penerapan Model Pembelajaran Numbered Heads Together (NHT) terhadap Hasil Belajar Siswa pada Materi Sistem Ekskresi. Journal of Biology Education, 7(2), 209-215.

Yustiqvar, M., Hadisaputra, S., & Gunawan, G. (2019). Analisis penguasaan konsep siswa yang belajar kimia menggunakan multimedia interaktif berbasis green chemistry. Jurnal Pijar Mipa, 14(3), 135-140.

License

Copyright (c) 2022 Ratu Nurramadhoan, Nurhasanah, Syafruddin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  • Authors who publish with Journal of Classroom Action Research, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).