By : Riny Purba ID. 4103312023
Bilingual Mathematics Education
THESIS
Submitted to Fulfill the Requirement for Sarjana Pendidikan Degree
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
PREFACE
Give thanks to Almighty God for gives blessing, health, and wisdom to the author until the thesis entitled “Implementation Numbered Heads Together (NHT) Type of Cooperative Learning Model to Improve Students’ Mathematical Learning Achievement at Grade VIII SMP N 2 Porsea Academic Year
2014/2015” was finish. This thesis was arranged to fulfill the requirement for
Sarjana Pendidikan degree of Mathematics and Natural Science Faculty in State
University of Medan.
In the completion of this thesis, the author was achieves so many helps and
supports from various sides. For that, the author says thank you so much to Prof.
Dr. Hasratuddin, M. Pd as thesis supervisor who patiently guides the author by
giving advice, input, and remarks. Also the author says thank you so much to
Prof. Dr. Muhktar, M. Pd, Prof. Dr. Edi Syahputra, M. Pd and Drs. Syafari, M. Pd
as examiner lecturers for reviewing thesis by give input and great comments for
this thesis perfection. Author says thank you so much to Prof. Dr. Sahat Saragih,
M. Pd as academic supervisor who gives advices during lecturing process and also
thank you so much for all FMIPA lecturers.
Big thanks are extended to Prof. Dr. Ibnu Hajar, M. Si. as rector of State
University of Medan and employee staff in office of university head, Prof. Drs.
Motlan, M. Sc., Ph.D as Dean Faculty of Mathematics and Natural Sciences and
to coordinator of bilingual Prof. Dr. rer.nat. Binari Manurung, M. Si., Drs.
Syafari, M. Pd. as Chief of Mathematics Department, Zul Amry, M. Si. as Chief
of Mathematics Education Study Program, Drs. Yasifati Hia, M. Si as Secretary of
Mathematics Education, and all of employee staff who have helped the author.
The author gives special thanks to lovely mother Roma Ros Saragih, S.Pd
and lovely father Pelda Jonni Purba (+) who patiently raise the author well and
become the best motivator to the author until now. Thank you Mom and Dad.
Thank you so much to warm family’s members: Hendra Jasman Purba, S.Si (the
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(UUD 45), Gita Christy Purba (magnae sister) and also to Gawei Rosa, Kasih
Aurora Purba (niece/enemy) and Klarisa Maura Purba (silent baby) who always
give supports and prays and also thanks to Cherry (Charolina Lumban Gaol and
Eventina Monance Sitorus) as best friend for give motivations.
The author says thank you so much to Mananti Simanjuntak, S. T as
school principle, Elpina Gurning, S. Pd as mathematics teacher, all of teachers and
staffs, and also VIII-1 students in SMP Negeri 2 Porsea for helping the author
during research action.
Special thanks to big family in Bilingual Mathematics Class 2010: Bdul,
Anggi, Dian, Dwi, Elfan, Erlin Chingu, Kiki, Ana, Princess Lia, Mila, Maria
Yeppo, Martiin, Meiva, Melin, Nelly, Om Surya, Petraaa, Ibu Rully, Tika, SLa,
Siti, Uli, Mimi and PPLT Berastagi’s members: Eka Choi, Feggi, Fredika, HaJe,
Ika, Rindy, Shanti, Sinitta and also thanks for Marindal’s community: Bang Indra
Purba, Kak Nova Sinaga, and Kak Indah Sinaga who give supports and
motivations during completion of thesis.
The author already gives the big effort to write this thesis, and about the
weakness of thesis the author need some suggestions to make it better. For the
last, the author hopes the contents of this paper would be useful in enriching the
knowledge.
Medan, September 01st 2014
Author,
Implementation Numbered Heads Together (NHT) Type of Cooperative Learning Model to Improve Students’ Mathematical Learning
Achievement at Grade VIII SMPN 2 Porsea Academic Year2014/2015
Riny Purba (IDN 4103312023) ABSTRACT
Objectives of this research are: (1) To know how Numbered Heads Together type of cooperative learning model can improve students’ mathematical learning achievement, (2) To know the effectiveness of Numbered Heads Together type of cooperative learning model to students’ mathematical learning achievement, and (3) To know response that given by students to mathematics learning after implementation Numbered Heads Together type of cooperative learning model. This research include to Class Action Research (CAR) that was conducted in SMP N 2 Porsea. The subject of this research is all of students in VIII-1 class academic year 2014/2015 with number of students as many as 24 students that consist of 20 females and 4 males. Object of this research is students’ mathematical learning achievement and Numbered Heads Together type of cooperative learning model. The research was conduct in two cycles, cycle I consists of two meetings and cycle II consists of two meetings. The mathematical learning achievement test was conduct in the end of cycle. The research result can be seen as follows: (1) The result of students’ mathematical learning achievement test in cycle I: the average score was 67.71, there were 15 students got score greater than or equal to 65, 9 students got score less than 65, and classical learning mastery was 62,50%. (2) Implementation Numbered Heads Together type of cooperative learning model to improve students’ mathematical learning achievement was effective, (3) Responses that given by students to mathematics learning after implementation Numbered Heads Together type of cooperative learning model was positive.
vi
1.2 Problem Identification 4
1.3 Problem Limitation 4
1.4 Problem Formulation 5
1.5 Research Objective 5
1.6 Research Benefit 5
1.7 Operational Definitions 6
CHAPTER II REVIEW OF LITERATURE 7
2.1 Theoretical Framework 7
2.1.1 Cooperative Learning 7
2.1.1.1 Definition of Cooperative Learning 7
2.1.1.2 Cooperative Learning Objectives 8
2.1.1.3 Essential Element & Principles
of Cooperative Learning 10
2.1.1.4 Syntax of Cooperative Learning Model 11
2.1.2 Numbered Heads Together Type of
2.1.2.1 Definition of Numbered Heads Together 13
2.1.2.2 Numbered Heads Together Objectives 14
2.1.2.3 The Advantages and Weakness of NHT 15
2.1.3 Learning 15
2.1.3.1 Definition of Learning 15
2.1.3.2 Definition of Learning Achievement 17
2.2 Conceptual Framework 18
2.3 Action Hypothesis 19
CHAPTER III RESEARCH METODOLOGY 21
3.1 Type of Research 21
3.2 Location and Time of Research 21
3.3 Subject and Object of Research 21
3.4 Mechanism and Design of Research 21
3.5 Source of Data 28
3.6 Technique of Collecting Data 28
3.7 Research Instruments 29
3.8 Data Analysis Techniques 33
3.9 Indicator of Success 36
CHAPTER IV RESEARCH RESULT AND DISCUSSION 38
4.1 Description of CAR Realization 38
4.2 Description of Research Result 38
4.3 Research Result 60
4.4 Discussion of Research Result 61
CHAPTER V CONCLUSSION AND SUGGESTION 63
5.1 Conclusions 63
5.2 Suggestions 64
REFERENCES 68
ix
LIST OF TABLE
Page
Table.2.1. Syntax of Cooperative Learning Model 13
Table.3.1. Classification of Reability Interpretation 31
Table.3.2. Interpretation of Normalization Gain 34
Table.3.3. Criteria of Students’ Responses 35
Table 3.4. Criteria of Teacher or Students’ Activity Observation 36
Table.4.1. Observation Result of Teacher’s Activity Cycle I 41
Table.4.2. Observation Result of Students’ Activity Cycle I 42
Table.4.3. Result of Student Response Questionnaire Cycle I 43
Table.4.4. Result of Student Response Questionnaire for Each
Indicator Cycle I
44
Table.4.5. Minimum, Maximum and Average Scores of Students’
Mathematical Learning Achievement Test I Result
45
Table.4.6. Data of Students’ Learning Mastery in Learning
Achievement Test I
46
Table.4.7. Observation Result of Teacher’s Activity Cycle II 52
Table.4.8. Observation Result of Students’ Activity Cycle II 53
Table.4.9. Result of Student Response Questionnaire Cycle II 54
Table.4.10. The Results of Student Response for Each Indicator
Cycle II
55
Table.4.11. Minimum, Maximum and Average Scores of Students’
Mathematical Learning Achievement Test II Result
56
Table.4.12. Data of Students’ Learning Mastery in Test II 57
Table.4.13. The Average Score of Students’ Mathematical Learning
Achievement
58
Table.4.14. The Improvement of Students’ Learning Achievement
Classically
LIST OF FIGURE
Page
Figure.3.1. O’Leary Cycle of Research 23
Figure.4.1. The Pie Chart of Students’ Mathematical Learning
Achievement Test Result in Cycle I
46
Figure.4.2. The Pie Chart of Students’ Mathematical Learning
Achievement Test Result in Cycle II
57
Figure.4.3. The Line Diagram of Students’ Average Score
Improvement
58
Figure.4.4. The Line Diagram of Students’ Learning Achievement
Classically Improvement
x
Appendix 5 Students Activity Sheet (SAS) 1 92
Appendix 6 Students Activity Sheet (SAS) 2 94
Appendix 7 Students Activity Sheet (SAS) 3 96
Appendix 8 Students Activity Sheet (SAS) 4 99
Appendix 9 Blueprint of Mathematical Learning Achievement
Test I
103
Appendix 10 Mathematical Learning Achievement Test I 104
Appendix 11 Alternative Solution of Mathematical Learning
Achievement Test I 105
Appendix 12 Scoring Guideline for Mathematical Learning
Achievement Test I 106
Appendix 13 Validity Test I 107
Appendix 14 Blueprint of Mathematical Learning Achievement
Test II
112
Appendix 15 Mathematical Learning Achievement Test II 113
Appendix 16 Alternative Solution of Mathematical Learning
Achievement Test II
114
Appendix 17 Scoring Guideline for Mathematical Learning
Achievement Test II
116
Appendix 18 Validity Test II 118
Appendix 19 List of Students Name in Class VIII-1 SMP N 2
Porsea Academic Year 2014.2-2015
123
Appendix 20 List of Group in Cycle I 124
Appendix 22 Result of Students’ Mathematical Learning
Achievement Test I
126
Appendix 23 Criteria of Students’ Score of Mathematical
Learning Achievement Test 1
127
Appendix 24 Result of Students’ Mathematical Learning
Achievement Test II
129
Appendix 25 Criteria of Students’ Score of Mathematical
Learning Achievement Test II
130
Appendix 26 Teacher Activity Observation Sheet Cycle I 132
Appendix 27 Teacher Activity Observation Sheet Cycle I 134
Appendix 28 Teacher Activity Observation Sheet Cycle II 136
Appendix 29 Teacher Activity Observation Sheet Cycle II 138
Appendix 30 Students Activity Observation Sheet Cycle I 140
Appendix 31 Students Activity Observation Sheet Cycle I 142
Appendix 32 Students Activity Observation Sheet Cycle II 144
Appendix 33 Students Activity Observation Sheet Cycle II 146
Appendix 34 Blueprint of Students Response Questionnaire 148
Appendix 35 Questionnaire of Students Response 149
Appendix 36 Students’ Response Questionnaire Result Cycle I 151
Appendix 37 Students’ Response Questionnaire Result Cycle II 153
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
1. Implementation of learning by using Numbered Heads Together type of
cooperative learning model was conducted by teacher conveyed learning
material, and then students were divided into six groups that consist of 4
students and ask them to solve the problems in SAS. In here, teacher always
gave motivation and guidance so that students can solve the problems
correctly and all of member in the group be active during discussion process.
After that teacher called a number to present the group discussion result and
gave opportunity to other students to give their opinions. After that, teacher
and students make conclusion about learning material that already learned and
finally students got knowledge that can improve their learning achievement.
2. Implementation Numbered Heads Together type of cooperative learning model to improve students’ mathematical learning achievement is effective. 3. Response that given by students to mathematics learning after implementation
Numbered Heads Together type of cooperative learning model is positive.
5.2. Suggestions
Based on the research result, then the author gives some suggestions to the
mathematics learning, especially in Senior High School, as follows:
1. In the implementation Numbered Heads Together type of cooperative learning
model, its better teacher gives motivate to students to develop their confidence
that will present their discussion result, because not all students are ready to
make presentation.
2. For teacher is suggested to change the group member after one cycle to make
a new learning condition in the classroom that can support enthusiastic of
3. For the next researcher who wants to do research using Numbered Heads
Together type of cooperative learning model expected to manage the time for
each step because Numbered Heads Together require much time especially
when student presenting their discussion result.
68
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BIOGRAPHY
Riny Oktora Purba was born in Medan on October, 28th 1992. Her father’s
name is Pelda Jonni Purba and her mother’s name is Roma Ros Saragaih, S.Pd.
She is the third in her family and she has three sisters and one brother. In 1997 the
author starts her education in TK Yayasan Bonapasogit Sejahtera Porsea and
graduated in 1998. In 1998, the author continues her education in SDN No.
173631 and graduated in 2004. In 2004, the author continues her education in
SMP Yayasan Bonapasogit Sejahtera Porsea and graduated in 2007. And then in
2007, the author continues her education in SMA Negeri 2 Balige and graduated
in 2010. In 2010, the author was accepted in State University of Medan as student
in bilingual class for Mathematics Education Study Program and graduated in
