PENGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT) DAN TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN IPS

• Main Author: Nurhasanah, Siti (Author)
• Format: Book
• Published: 2017-10-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa baik hasil belajar kognitif maupun hasil belajar afektif di kelas VIII SMP Negeri 9 Bandung, sehingga diperlukan penanganan agar hasil belajar siswa menjadi lebih baik. Model pembelajaran yang dipilih yaitu model pembelajaran kooperatif tipe NHT dan CIRC. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe NHT dan tipe CIRC terhadap hasil belajar siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonequivalent (pretest posttest) control group desain. Sampel yang digunakan terdiri dari dua kelas yaitu kelas VIII-1 sebagai kelas eksperimen yang menggunakan NHT dan kelas VIII-4 sebagai kelas kontrol yang menggunakan CIRC. Hasil penelitian menunjukkan bahwa terdapat pengaruh model kooperatif NHT dan CIRC terhadap hasil belajar siswa. Hal tersebut dapat terlihat dari adanya perbedaan hasil belajar siswa antara kelas eksperimen dan kelas kontrol. Berdasarkan hasil uji independent sample t-test pada hasil belajar afektif diperoleh nilai Sig. pretest 0.001<0.05 dan nilai sig. posttest 0.041<0.05. Hal ini berarti terdapat perbedaan hasil belajar kognitif yang signifikan antara kelas eksperimen dan kelas kontrol. Begitupun dengan hasil belajar afektif, Berdasarkan hasil uji independent sample t-test diperoleh nilai Sig. pretest 0.000<0.05 dan nilai sig. posttest 0.003<0.05. Hal ini berarti terdapat perbedaan hasil belajar afektif yang signifikan antara kelas eksperimen dan kelas kontrol. Berdasarkan hasil uji independent sample t-test di atas dapat disimpulkan bahwa model pembelajaran kooperatif tipe NHT lebih berpengaruh terhadap hasil belajar siswa jika dibandingkan dengan model kooperatif tipe CIRC.---------- Background of the research is the fact that students' learning outcomes of eighth grade students at SMP Negeri Bandung both cognitive and affective are considered low. So that it is required handling efforts in order to improve students learning outcomes. The research used cooperative learning model type of NHT and CIRC. This research aimed to determine the effect of NHT and CIRC cooperative learning model toward students' learning outcomes. The research used quasi experimental method with non-equivalent design (pre-test-post-test) and control group design. The sample of the research were two classes, class VIII-1 as experimental class using NHT and class VIII-4 as control class using CIRC. The result shows that there is influence of cooperative model of NHT and CIRC on students' learning outcomes. This can be seen from the differences in student learning outcomes between the experimental class and control class. Based on the result of independent sample t-test on affective learning, it obtains Sig value of pre-test, 0.001 <0.05 and the sig value of post-test, 0.041 <0.05. This means that there is a significant difference in cognitive learning outcomes between the experimental class and the control class. This is the same as the results on affective learning. Based on the results of independent sample t-test, it obtains Sig value of pre¬-test, 0.000 <0.05 and sig value of post-test, 0.003 <0.05. This means that there is significant difference in affective learning outcomes between the experimental class and the control class. According to the results of independent sample test t-test above, it can be concluded that cooperative learning model type of NHT has more influence on students' learning outcomes compared to cooperative model type of CIRC.

Item Description

http://repository.upi.edu/31989/1/S_PSIPS_1307631_Title.pdf
http://repository.upi.edu/31989/2/S_PSIPS_1307631_Table_of_Content.pdf
http://repository.upi.edu/31989/3/S_PSIPS_1307631_Abstract.pdf
http://repository.upi.edu/31989/4/S_PSIPS_1307631_Chapter%201.pdf
http://repository.upi.edu/31989/5/S_PSIPS_1307631_Chapter%202.pdf
http://repository.upi.edu/31989/6/S_PSIPS_1307631_Chapter%203.pdf
http://repository.upi.edu/31989/7/S_PSIPS_1307631_Chapter%204.pdf
http://repository.upi.edu/31989/8/S_PSIPS_1307631_Chapter%205.pdf
http://repository.upi.edu/31989/9/S_PSIPS_1307631_Bibliography.pdf
http://repository.upi.edu/31989/10/S_PSIPS_1307631_Appendix.pdf