THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER (NHT) ON STUDENT’S
ACHIEVEMENT ONSUB TOPIC EXPANSION IN GRADE VII SEMESTER II SMP N 1
TEBING TINGGI A.Y 2012/2013
By: Lucius Marbun Reg. Number 409322021 Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
PREFACE
The authors say the praise and gratitude to God Almighty, for all the
graces and blessings that provide health and wisdom to the author that this study
can be completed properly in accordance with the planned time.
Thesis entitled "The Effect of Cooperative Learning Model type
Numbered Heads Together (NHT) on Student’s Achievement os Sub Topic
Expansion In Grade VII SMP N 1 Tebing Tinggi A.Y 2012/2013", prepared to
obtain a Bachelor's degree Physical Education, Faculty of Mathematics and
Natural Science in State University of Medan.
On this occasion the authors like to thank Mr Prof. Drs. Motlan Sirait,
M.Sc., Ph.D as Thesis Advisor who has provided guidance and suggestions to the
author since the beginning of the study until the completion of this thesis
writing. Thanks also to Prof. Dr. Sahyar, M.Si, M.M, Drs. Abd Hakim, M.Si,
Drs. Makmur Sirait, M.Si, who have provided input and suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Drs. J.H Panggabean, M.Si as the Academic Supervisor and also the entire
Lecturer and Staff in Physics Department FMIPA UNIMED who have helped the
author. Appreciation were also presented to Headmaster, Binsar Hamoloan, S.Pd,
Anggiat Simanjutak, M.M and all teacher in SMP N 1 Tebing Tinggii who have
helped during this research. I would like to thank especially to my father Mustafa
Marbun and my mother Marlina Sihombing and also my brother Arifin Marbun,
Lamhot Marbun and my sister Hotnida Marbun. I’m also say thank to Pak Uda M.
Marison Marbun and B. Br Barus and for my uncle Marison Sihombing and Br
Hutapea and all family who have prayed and gave me encouragement and funding
to complete the study in Unimed. Especially thanks to all my friend in Bilingual
Physics Class 2009, Agnesia M Damanik, Astrid Pasadena Harahap, Avolen
Siahaan, Carolina Nainggolan, Debora Betty Sitanggang, Dewi Situmorang, Evi
Valentine Silalahi, Fetriana Simanihuruk, Gita Ravhani Anugrah, Hanna Monika
Marbun, Pretty T.M Ambarita, Rani S.N Damanik, Ribka Tambunan, Rika Yulia
Fitri, Riris M Rumahorbo, and Tionar M Malau who have helped, prayed and
gave supported to author. I also would like to thank to my friend Julius Simbolon,
B’ Lamhot Sinaga, B’ Berto Sitompul and B’ Agus who have helped and gave
suppported during my research. And the specially thank to my Lovely Girl Rita
Situmorang who have helped and gave supported during research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2013
Author,
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER (NHT) ON STUDENT’S
ACHIEVEMENT ON SUB TOPIC EXPANSION IN GRADE VII SEMESTER II SMP N 1
TEBING TINGGI A.Y 2012/2013
LUCIUS MARBUN (409322021) ABSTRACT
The objectives of this research are: (1) To know the student’s achievement in physics subject taught by cooperative learning model type numbered heads together (NHT). (2) To know the student’s achievement in physics subject taught by conventional learning model. (3) To know the effect of cooperative learning model type numbered heads together (NHT) on student’s achievement especially on sub topic expansion. The type of research was quasi experiment with the population all of student grade VII in SMP N 1 Tebing Tinggi which consist of 9 classes. Sample of this research was obtained by technique cluster random sampling. The sample is VII5 as the experiment class and VII4 as the control class. Experiment class taught by cooperative learning model type Numbered Heads Together (NHT) and control class taught by conventional learning model. The research instrument has 20 questions in multiple choice forms with 4 options, the instrument tested validated. In this research obtained the mean of pre-test in experiment class is 38.15 and in control class is 38.52. After that do the treatment in experiment class taught by cooperative learning model type Numbered Heads Together (NHT) and in control class taught by conventional learning model, and then done the post-test. The mean of post-test in experiment class is 78.15 and in control class was 73.52. In hypothesis testing obtained tcount > ttable that was 2.03 > 1.676 at significant level α = 0.05 and dk =52. So, can be concluded that the student’s achievement in experiment class better than in control class. Ha was accepted or has effect of cooperative learning model type Numbered Heads Together (NHT) on student’s achievement on sub topic Expansion in Grade VII SMP N 1 Tebing Tinggi academic year 2012/2013.
TABLE OF CONTENT
Ratification Sheet i
Biography ii
Abstract iii
Preface iv
Table of Content vi
List of Figure ix
List of Table x
List of Appendix xi
CHAPTER 1 INTRODUCTION
1.1Background 1
1.2Research Identifications 3
1.3Research Scopes 3
1.4Research Questions 4
1.5Research Objectives 4
1.6Benefit of Research 4
CHAPETER II LITERATURE REVIEW
2.1 Theoretical Review 6
2.1.1. Definition of Learning 6
2.1.2. Definition of Teaching 7
2.1.2.1. Teaching Approach 7
2.1.2.1.1. Contextual Teaching and Learning Approach 7
2.2 Learning Activity 9
2.3 Learning Achievement 10
2.3.1 Cognitive Domain 11
2.3.2 Affective Domain 12
2.3.3 Psychomotor Domain 13
2.4Teaching Model 14
2.4.1. Definition Learning Model 14
2.4.2. Conventional Learning Model 14
2.4.3. Cooperative Learning Model 16
2.4.3.1.Phase of Cooperative Learning Model 18
2.4.3.2.Numbered Heads Together 19
2.4.3.2.1. Definition of NHT Model 19
2.4.3.2.2. Syntax of NHT 19
2.5Teaching Material 20
2.6The Different of Previously Research and this Research 28
2.7Conceptual Framework 27
2.8Hypothesis 30
CHAPTER III RESEARCH METHOD
3.1 Location and time of research 31
3.2Population and sample research 31
3.2.1 Population Research 31
3.2.2 Sample of Research 31
3.3Research Variable 31
3.3.1 Independent variable 31
3.3.2 Dependent Variable 31
3.4Type and Design of Research 31
3.4.1 Type of Research 31
3.4.2 Design of Research 32
3.5Research Instrument 32
3.5.1 The validity of item test 34
3.6Research Procedure 34
3.7Technique of Data Analysis 36
3.7.1 Finding mean and deviation standard 36
3.7.2 Normality Test 36
3.7.3 Homogeneity Test 37
3.7.4 Hypothesis Test 38
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1. Research Result 42
4.1.1. Pre-test Score of Student in Experiment and Control Class 42
4.1.2. Data Analysis of Pre-Test 44
4.1.2.1.Normality Test of Pre-Test 44 4.1.2.2.Homogeneity Test of Pre-Test 44 4.1.2.3.Hypothesis Test of Pre-Test 45 4.1.3. Post Test Score of Student in Experiment and Control Class 46
4.1.4. Data Analysis of Post-Test 47
4.1.4.1.Normality Test of Post-Test Data 47 4.1.4.2.Homogeneity test of Post-Test 48 4.1.4.3. Hypothesis Test of Post-test 48 4.2. The Effect of Problem in Experiment and Control Class ` 49
4.3.Discussion 50
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 52
5.2 Suggestion 52
LIST OF FIGURE
Figure 2.1 Cooperative Learning Achievement 13
Figure 2.2 The rail road is bending do to expansion 21
Figure 2.3 Window frame is made larger than the window itself 22
Figure 2.4 Balloon fly when temperature increase 25
Figure 2.5 Railway joint is provident to accommodate thermal expansion 27
Figure 2.6 Expansion joint on bridge 28
Figure 3.1 Flow chart from design of research 35
Figure 4.1 Column diagram pre test score data in experiment class
and control class 43
Figure. 4.2 Column diagram post test score data in experiment class
and control class 47
Figure 4.3 Diagram of average score in experiment and control class
LIST OF APPENDIX
Appendix 1 Lesson Plan (1) 55
Appendix 2 Lesson Plan (2) 71
Appendix 3 Work Sheet (1) 83
Appendix 4 Work Sheet (2) 86
Appendix 5 Grill Table 89 Appendix 6 Research Instrument 99 Appendix 7 The Answer of Instrument 105
Appendix 8 Data of Pre-Test and Post-Test In Experiment Class 110
Appendix 9 Data of Pre-test and Post-test in Control Class 111
Appendix 10 Procedure of Statistic Calculation 112
Appendix 11 Normality Test 115
Appendix 12 Homogeneity Test 120
Appendix 13 Hypothesis Test 123
CHAPTER I INTRODUCTION 1.1Background
Education is very important for all the people. Without the education a person
will be difficult adapting to the environment and can not take the maximal
function in society. According to Trianto (2009) said that “education that support
the construction in the future is the education that can to develop the student
potential, so the student able to face and solve their problem in daily life.
Education should be touch the inner potential and competence of student.”
Physics is the part of natural science has many connected to the phenomena in
daily life, thus the concepts is not only theory but also can proved by discovery.
Physics education emphases to “understand” and “do” thus can to help the student
to mastery the physics concept and then effecting to student’s achievement.
The quality of education in Indonesia is very low and concern. Its can be
shown in the data of UNESCO year 2012, Indonesia has the rating in 64 from 120
nations. In the last year, Indonesia has the rating 69 from 127 nations (Kompas,
October 20th 2012).
The low of education quality in Indonesia can be seen in the low of student’s
achievement in some of lesson subject. Physics is one of the subject lesson that
low student achievement. This fact is suit when the author done observation in
State Junior High School 1 Tebing Tinggi, the author does interview to physics
teacher (Binsar Hamoloan, S.Pd), and he said that the student achievement in
physics subject is low. The average of student achievement in semester I class VII
academic year 2012/2013 is 60.23, whereas the Minimal Standard (KKM) is 75.
That’s mean the average of student achievement is lower than Minimal Standard
(KKM).
When the author do the survey to 27 students by answering the questionnaire,
that physics is normally and then only 3 students like to learn physics. In the
teaching and learning process in class student answer the questionnaire that 20
students of them like to discuss or making group in teaching process, 7 students
answer using props, and no one student answer a lot of work on the problems.
So, base on the problem above there are many kind of model can be applied to
improve the student’s achievement and make them become active in teaching and
learning process. Perhaps the way to improve the student proclivity and
motivation to learn physics is to change the teaching and learning process become
interest. The model that want to applied is the cooperative learning model type
numbered head together arise on the concept that student will be easier to find and
understand physics concept if they discuss each other. Student always learn in
group to help mutually to solve the complex problems. Thus, the social essence
and using peer group be a basic aspect in the cooperative learning.
Cooperative learning is emphases to make the interaction on student. Than,
student active doing communication to each other. According to Louisell and
Descamp (Trianto, 2009) say that “because the student work in team, so it will
make good relation on student although in the different background of ethnic and
ability, developing the capable in group process and problem solving”. And then
Stahl (Isjoni, 2009) argues that “cooperative learning can to improve the learning
achievement of student and make them to be mutual assistance in social
behaviour”.
The cooperative learning model type numbered heads together (NHT) has
been researched by M Noer, Lily Suryani, & Zuhelmi (2009), Ratnamalawati
(2012), and Rika & Titin (2013), and in their research found that numbered heads
together (NHT) can to increase student’s achievement.
And base on the research done by Ebtan Sihotang obtained the mean of
pre-test data in experiment class is 46.41 and in control class is 46.92. But after the
experiment class taught by cooperative learning model type numbered heads
conventional learning model got the mean pos-test data is 66.41. Its show that the
cooperative learning model type numbered heads together can to increase the
student’s achievements. But this research has the disadvantages that are not all
students called by teacher, and in discussing process, the topic tend enlarge, so the
time not suit to the schedule in the lesson plan.
The disadvantages in the previously research be an exercise for the next author
to do correction so can to make the student’s achievement more increase. The
attempt that will be done by next author are, if member of a group is five the
problem given also five, so every student will called in one time, to do the time
allocation by in lesson plan.
From the explanation above, author to be hopeful to do the research to
increase the student’s achievements. The research title is, “The Effect of
Cooperative Learning Model Type Numbered Heads Together (NHT) on Student’s Achievement on Sub Topic Expansion in Grade VII Semester II SMP N 1 Tebing Tinggi A.Y 2012/2013”
1.2Research Identification
Base on the problem above, author make the identification such as bellow;
1. The student’s achievement in physics subject is low
2. The teaching and learning process is teacher centred
3. The team work and interaction of student in teaching and learning process
is still low
1.3Research Scope
To make clear the scope for discussion, it is necessary to limit the problem in
this study as follows;
1. The learning model in teaching and learning process is cooperative
learning model type numbered heads together (NHT)
3. This research done for student Grade VII SMP N 1 Tebing Tinggi
academic year 2012/2013
1.4Research Question
The question for this research is:
1. How the student’s achievement after taught by cooperative learning model
type numbered heads together (NHT)
2. How the student’s achievement after taught by conventional learning
model
3. How the effect of cooperative learning model type numbered heads
together (NHT) on student’s achievement especially on sub topic
expansion
1.5Research Objectives
After this research has been done, the author to be hopeful to get the goal such
as follows:
1. To know the student’s achievement in physics subject taught by
cooperative learning model type numbered heads together (NHT)
2. To know the student’s achievement in physics subject taught by
conventional learning model
3. To know the effect of cooperative learning model type numbered heads
together (NHT) on student’s achievement especially on sub topic
expansion
1.6Benefit of Research
Base on the objectives of research above, thus the benefit of this research is:
1. As the input to teacher that numbered heads together learning model can
2. As the input to the next author to improve and enlarge the knowledge
about suitable teaching to increase the student’s achievements
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
Based on result research and data collection, can be concluded that:
1. Student’s achievement in experiment class after taught by using
cooperative learning model type numbered heads together (NHT) was
increase and has the mean score 78.15.
2. Student’s achievement in control class after taught by using conventional
learning model also increase and has the mean score 73.52.
3. Student’s achievement in experiment class was greater than student’s
achievement in control class. So, cooperative learning model type
numbered heads together (NHT) has the effect on student’s achievement.
5.2 Suggestion
According to the data of student’s achievement and the experience of author
when applying the cooperative learning model type numbered heads together
(NHT) in class, so the author gives suggestion as below:
1. For the next researcher who wants to do research using cooperative model
type numbered heads together (NHT), its better teacher give motivate to
student to develop their confidence that will present their discuss result,
because not all student ready to present it.
2. For the next researcher who wants to do research using cooperative model
type numbered heads together (NHT) expected to allocate the time for
each step because numbered heads together require much time especially
when student present their discuss result.
3. For the teacher can use the Numbered Heads Together to increase
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