CHAPTER I
INTRODUCTION
A. Background
Students process of acquisition knowledge and achieving goal in class activity
commonly done by their own effort. In other hand, application of interaction among
students will help to reshape and develop students reasoning, critical thinking and
some others students’ ability. Cooperative learning is one of way in teaching
learning process which gives chance to students to be able to interact each other in
order implementing their learning ability. This interaction will eventually lead
students to shape their values and perspective that can be useful to be used either
inside or outside class (Ajaja&Eravwoke, 2010).
Cooperative learning situation will make students have discussion and work in
group and have chance to share their knowledge with other group member in order to
help each other to reach group goal. This condition will lead students to apply and
build their attitudes and value,beside of that in cooperative learning students will be
either reach success or failure based on team results (Pandey and Kishore, 2003).
The study of Kiokaew (1998) as its stated on Lago&Nawang (2007) shown that
class that is taught by using cooperative learning has significant higher achievement
than the one that use traditional method. And it also shows that cooperative learning
in a small group gives a significant effect toward educational outcomes to the
students. As have stated before the used of collaborative learning will provide
students opportunity to have share idea which eventually can grow their thinking
ability and they can invent new idea as the results of interaction and socialization
among the groups member. Numbered-Heads-Together Model one of the most
popular cooperative learning approach that include small groups of 4-5 people per
group with the equal chance as group representative provides an incentive for
students to share their interest in learning, and to share their knowledge with their
As stated by Hu and Adey (2002) scientific creativity can be described as a
condition where students are able to imagine the combination of novel knowledge
and technique in solving scientific problem. This condition can be happened when
students can combine their existing knowledge with their scientific imagination (e.g.
Using several routes to solve scientific problem). Hence, as stated by Hu and Adey
(2002) This is the justification for considering scientific creativity as worthy of
attention in the education of students who will either become scientists or who need
an understanding of the way that scientists work as part of their general
understanding of society.
Beside of the probability of the existence of the scientific creativity as the result
of interaction and discussion among students, Number-Heads Together also can give
an impact on the improvement of students’ mastery concept. As stated by Lago and
Nawang (2007) “The findings of the study advance the conclusion that cooperative
learning method using the Number-Heads-Together significantly increased the
achievement of the students.”
Based on the background that have been stated before then researcher would like
to entitled the research by “Learning Global Warming through Numbered Heads
Together (NHT): An Endeavour to Improve Students Scientific Creativity and
Mastery Concept”
B. Research Problems
Based on the background that have stated before the research problem in this
research is “How does the impact of Numbered Heads Together toward students’ scientific creativity and students’ mastery concept in learning global warming?”
Elaborating from this problem researcher attempts this following research questions:
1. How does Numbered Heads Together Impact to Students’ Scientific Creativity
Improvement?
2. How does Numbered Heads Together Impact to Students’ mastery concept
3. How do the students’ response toward the Numbered Heads Together
Implementation?
C. Scope of The Research
Based on the research questions above, researcher only limited the research in this
certain area:
1. Students’ scientific creativity of secondary that will be examined based on Hu
and Addey (2002) Scientific Creativity Test for Secondary School are; Unusual
use of Object; Sensitivity to science problem; Improvement of Technical
product; and Science Problem Solving ability.
2. Students’ mastery concept will be determined using revised Bloom Taxonomy
on understanding (C2), applying (C3) and analyzing (C4)
D. Aim of Research
1. To Figure out the impact of Numbered Heads Together towards students’
scientific creativity in learning global warming.
2. To figure out the impact of Numbered Heads Together towards students’ mastery
concept in cognitive domain
3. To figure out students’ response toward Numbered Heads Together
implementation in learning process.
E. Research Benefits
1. For Researchers
As a prove of the theory of numbered heads that can increase students’ mastery concept as the result of the discussion and also possibility of the improvement of
students scientific creativity due to the result of earning new knowledgefrom
another group member.
2. For Teachers
As an alternative reference to implement the numbered heads together which can
3. For Students
As an alternative solution to have discussion learning so that there will be a
chance among students to be able to share their knowledge and help each other
beside of expanding it.
4. For Other Researchers
As the data comparison or reference for the possibility of having the similar
research with different subjects or area of research.
F.Operational Definition
1. The implementation of Numbered Heads Together (NHT) in this research regards to
the stage of NHT. Steps to be done the NHT are (1) Teacher divides students in the
class into the Group into 4-5 persons, (2) Teacher gives Number to each member of
the group, (3) Teacher Gives every group the problem to be solved, (4) Students put
their “heads together” to solve the problem, (5) Teacher ask representative of
students by calling out his/her number to present their discussion result. To assess
NHT it can be seen using oral test based on students’ answers toward the questions
that given previously.
2. The students’ mastery concept in this research is seen from the improvement in
revised Bloom’s taxonomy using Cognitive level 2 (C2) until cognitive level 4 (C4), the Revised Taxonomy (RT) can be used as a standard to measure the cognitive
domain of students’ achievement. Students’ mastery concept will be determined
using pre-test and post-test using objective test.
3. Students’ Scientific Creativity is represented by improvement of unusual use of
object, sensitivity to science problem, improvement of technical product, and science
problem solving. Those indicators will be measured by the existence of answer for
each indicator as stated in the scientific creativity test for secondary students using
the scoring procedures developed by Hu and Adey (2002).
4. Students’ response in this research is seen from students’ response toward the
G.Assumptions
Based on previous results of research there are some assumptions that is
underlying this research as stated by the study of Luna (1998) as its written in
(Lago and Nawang, 2007) proved that cooperative learning groups learned better
than the group of students whom used the traditional teaching-learning process. This
proved is happening based on the situation that students were conducting discussion
among the group member, which eventually lead to the result that the lesson are
retained better in their memory. Casinillo (1999) cited by Lago and Nawang (2007),
and in his study, “Gender and Groupings: Their Effects on Problem-Solving
AchievementScores”, concluded that when students solve their problems cooperatively it will influence positively toward their achievement and attitudes.
As have been stated by some findings above it can be concluded that cooperative
learning can be a medium for students to apply their ability (critical thinking,
reasoning, problem solving and etc.) by mean to help each other through interaction
and discussion among students. And also it has been proved that by having
cooperative learning it can increase their achievement in learning as well as their
attitudes during the learning process. As to scientific creativity of secondary school
students, several tests have been developed. Friedlander (1983) as cited by Hu and
Addey (2002:392) developed a test in which 143 high school students responded to a
plant or animal stimulus through a series of divergent thinking questions dealing with
data collection, problem solving, hypothesis construction, and planning experiments.
The test showed enough test-retest reliability and significant correlations with
