Keefektifan cooperative learning CRH dan NHT ditinjau dari sikap dan prestasi belajar matematika siswa

Noor Laila Atini; Ali Mahmudi

doi:10.21831/pg.v11i2.11182

Keefektifan cooperative learning CRH dan NHT ditinjau dari sikap dan prestasi belajar matematika siswa

Noor Laila Atini, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta Jalan Colombo No. 1, Karangmalang, Yogyakarta 55281, Indonesia
Ali Mahmudi, Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta Jalan Colombo No. 1, Karangmalang, Yogyakarta 55281, Indonesia

10.21831/pg.v11i2.11182

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan cooperative learning tipe Course Review Horay (CRH) dan tipe Numbered Heads Together (NHT) yang ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket sikap siswa terhadap matematika. Untuk menguji keefektifan pembelajaran matematika dengan kedua model pembelajaran digunakan analisis one sample t-test. Selanjutnya untuk membandingkan keefektifan pembelajaran matematika dengan kedua model pembelajaran data dianalisis dengan menggunakan uji T² Hotelling, dan independent t-testuntuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif CRH dan NHT efektif ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika dan model pembelajaran kooperatif tipe CRH lebih efektif dibanding model pembelajaran kooperatif tipe NHT ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika siswa.

Kata kunci: pembelajaran kooperatif, CRH, NHT, sikap siswa terhadap matematika, prestasi belajar matematika siswa

The effectieveness of cooperative learning CRH and NHT in terms of attitudes and mathematics learning achievement of students

Abstract

This study aims to describe the effectiveness of cooperative learning Course Review Horay (CRH) type and Numbered Heads Together (NHT) type in terms of student’s attitudes toward mathematics and mathematics learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent group design. It involved two experimental groups. The data collecting instruments consisted of a mathematics learning achievement test and questionnaires for students’ attitudes towards mathematics. To test the effectiveness of the mathematics learning through the CRH and NHT cooperative learning model, the one-sample t-test was carried out. Then, to compare the effectiveness of the two model, the data were analyzed using the T² Hotelling test, and the independent t test to find out which of the two model was more effective. The results of the study show that mathematics learning through the CRH and NHT cooperative learning is effective in terms of student’s attitudes toward mathematics and mathematics learning achievement and the CRH cooperative learning model is more effective than the NHT cooperative learning model in terms of student’s attitudes toward mathematics and mathematics achievement of student’s.

Keywords: cooperative learning, CRH, NHT, student’s attitude toward mathematics, mathematics achievement of student’s.

Keywords

pembelajaran kooperatif; CRH; NHT; sikap siswa terhadap matematika; prestasi belajar matematika siswa

Full Text:

FULLTEXT PDF

References

Akey, T.M. (2006). School context, student attitudes and behaviour, and academic achievement: An exploratory analysis. New York: Institute of Education Sciences.

Balitbang Kemdiknas (2012). Daya serap siswa SMPN 12 Yogyakarta terhadap materi bangun datar. Sumber: Data Sekolah.

Cohen, E.G., Brody, C.M., & Shevin,M.S. (2007). Teaching cooperative learning the challenge for teacher education. New York: Diane Ganeles

Depdiknas (2006). Peraturan Pemerintah RI Nomor 22, Tahun 2006, tentang Standar Isi.

Depdiknas (2006). Peraturan Pemerintah RI Nomor 23, Tahun 2006, tentang Standar Kompetensi Lulusan

Hadi, S. (2005). Pendidikan matematika realistik dan implementasinya. Yogyakarta .

Jolliffe, W. (2007). Cooperative learning in the classroom putting it into practise. London: Paul Chapman Publishing

Maheady, L.et.al, (2006). The effects of Numbered Heads Together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, Vol. 15, No. 1, 25–39. Diambil pada tanggal 4 Oktober 2014, dari http://link.springer.com.sci-hub.org/article/10.1007/s10864-005-9002-6.

Orton, A. (2004). Learning mathematics 3rd edition. Issues, theory, and classroom practice. London, New York: British library

Shumway, R.J. (1980). Research in mathematics education. Virginia: The National Council of Teacher of Mathematics, Inc.

Slavin, R.E. (2005). Cooperative learning “Theori, research and practice. London: Allyn and Bacon.

Suprijono, A. (2010). Cooperative learning Teori dan aplikasi PAIKEM. Yogyakarta : Pustaka Pelajar

Trianto. (2009). Mendesain model pembelajaran inovatif-progresif: konsep, landasan dan implementasinya pada kurikulum tingkat satuan pendidikan (KTSP). Jakarta: Kencana perdana media group

Vaughan, W. (2014). Effects of cooperative learning on achievement and attitude among students of color. The Journal of Educational Research, 95:6, 359-364, Diambil pada tanggal 22 September 2014, dari http://dx.doi.org/10.1080/00220670209596610.

Zakaria, E., Chin L.C., & Daud,Md.Y. (2010). The effects of cooperative learning on students mathematics achievement and attitude towards mathematics. Journal of Social Sciences, Vol 6, Issue 2, P 272-275. Diambil pada tanggal 27 September 2014, dari http://thescipub.com.scihub.org/abstract/10.3844/jssp.2010.272-275.

DOI: https://doi.org/10.21831/pg.v11i2.11182