The Effectiveness of Cooperative Learning NHT Type and Concept Mapping on the Cooperation and the Concept Master

Authors

  • Muhammad Hidayat
  • Paidi Paidi uny, Indonesia

DOI:

https://doi.org/10.21831/jser.v3i1.27300

Keywords:

NHT, concept mapping, cooperation, mastery of concepts.

Abstract

The study aimed to determine the effect of 1) cooperative learning model of numbered heads together (NHT) type on the cooperation ability and mastery of concepts of the students, 2) concept mapping on the cooperation ability and the mastery of concepts of the students, 3) the combination of cooperative learning of NHT type and concept mapping on the cooperation ability of the students, and 4) the combination of cooperative learning of NHT type and concept mapping on the mastery concept of the students of SMA N I Tidore Kepulauan. This research was a quasi-experimental study design using the nonrandomized control group pretest-posttest with three variations of the treatment and the control. The results were 1) Cooperative learning model of NHT type affects the students' ability to work, with the mean score of 32.3143 (very high), but it has no effect on the studentsˈ concept mastery, the mean pretest score of 61.1429 (high) and posttest score of 71.2857 (high). 2) Concept mapping does not affect the studentsˈ collaboration ability and their concept mastery, with mean pretest score of 62.9167 (high) and posttest score of 71.2500 (high). 3) The combination of the cooperative learning model of NHT type and concept mapping affects the cooperation ability, with the mean score of 33.2812 (very high). 4) The combination of the cooperative learning models of NHT type and concept mapping affects the concept mastery, with the score of 62.1875 (high) and the posttest score of 76.5625 (very high).

References

Arends, R. I. (2007). Learning to teach, seventh edition. New York & London: Mc graw hill higher education.

Arends, R. I., & Kilcher, A. (2010). Teaching for students learning. New York & London : routlege taylor francis group. Newyork: the mc graw hill higher education.

Attle, S., & Baker, B. (2007). Cooperative learning in a cooperative environment: classroom applications. International jaurnal of teaching and learning in higher education, 19 (1), 77-83.

Brakenford, W. (2012), The effects of cooperative learning on the classroom participation of students at placed at risk for social failure. Bowle state university (nama jurnal), 2 (4), 239-246.

Barros, E. H. (2011). Collaborative learning in the translation classroom: pruminary survey results. The journal of specialized translation, 1 (16), (halaman).

Chei, C. C. (2008). The effect of concept mapping on student's learning achievement and interest. Innovations in education and teaching international, 45 (4), 375-387.

Fatma, B., et. al. (2011). The effectiveness of cooperative learning on the reading comprehension skills in Turkish as a foreign language. Turkish online journal of educational teknology-TOJET, (v n4p-volume jurnal), 330-335.

Gilies, R. M. (2007). Cooperative learning integrating theory and practice. California: sage publication. inc.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of technology education, 7 (1), (halaman).

Huda, M. (2011). Cooperative Learning metode, teknik, struktur dan model penerapan. Yogyakarta, Pustaka Pelajar.

Isjoni. (2007). Cooperative Learning efektifitas pembelajaran kelompok. Bandung, Alfabeta.

Kac, M. (2012). Pedagogical knowledge representation through concept mapping as a study and collaboration tool teacher education. Australasia journal of educational teknologi, 28 (4), 656-670.

Lie, A. (2010). Mempratikkan Cooperative Learning di ruang ruang kelas. Jakarta: Grasindo.

Morgan, M. B. (2012).Teaching cooperative learning with children's literature. Department of teaching, learning, and innovation college of education the university of Texas at Broconsville. journal 2012 (Nama jurnal); 22 (3), (halaman).

Ming, S. H., Wei, H. H., & Tsung, S. C. (2012). Design curriculum: investigation on learning effectiveness and social presence. The turkies online of educational technology particality. 11 (4), (halaman).

Novak, D. J. et. al, (2006). The theory underlying concept maps and how to construct and use them1. Florida Institute for Human and Machine Cognition (IHMC).

Suprjono, A. (2012). Cooperative Learning "teori dan aplikasi paikem. Yogyakarta: Pustaka Belajar.

Schunk, D. H. ((2012). Teori-teori pembelajaran perspektif pendidikan. Yogyakarta: Pustaka pelajar. (Terjemahan Eva Hamdiah & Rahmat Fajar). Person education, inc. (Buku asli diterbitkan tahun 2012)

Santrock, J. W. (2009). Psikologi pendidikan. Jakarta: Salemba Humanika. (Terjemahan Diana Angelicia). McGraw-Hill: USA. (Buku asli diterbitkan tahun 2008).

Slavin, R. E. (2005). Cooperative learning teori, riset dan praktik. Bandung: Nusa media. (Terjemahan Nurlita Yusron). Bacon: London (Buku asli diterbitkan tahun 2005).

Sharan, S. (2012). The handbook of cooperative learning, Yogyakarta. Familia. (Terjemahan Sigit Prawoto). Wesport: London (Buku asli diterbitkan tahun 1999).

Trianto. (2009). Mendesain model pembelajaran inovatif-progresif, Jakarta: Kencana Prenada Media Group.

Villalon, J., & Calvo, R. A. (2011). Concept maps as cognitive visualizations of writing assigments. Educational technology a society, 14 (3),16-27.

Downloads

Published

2019-10-22

How to Cite

Hidayat, M., & Paidi, P. (2019). The Effectiveness of Cooperative Learning NHT Type and Concept Mapping on the Cooperation and the Concept Master. Journal of Science Education Research, 3(1), 20–29. https://doi.org/10.21831/jser.v3i1.27300

Issue

Vol. 3 No. 1 (2019): J. Sc. Edu. Research

Section

Articles

Citation Check

License

Journal of Science Education Research allows readers to read, download, copy, distribute, print, search, or link to its articles' full texts and allows readers to use them for any other lawful purpose. The journal allows the author(s) to hold the copyright without restrictions. Finally, the journal allows the author(s) to retain publishing rights without restrictions

  1. Authors are allowed to archive their submitted article in an open access repository
  2. Authors are allowed to archive the final published article in an open access repository with an acknowledgment of its initial publication in this journal