Pengaruh Model Pembelajaran Numbered Head Together Berbantuan Lembar Kerja Peserta Didik terhadap Kemampuan Pemecahan Masalah Matematis

Samuel, Jefry (2024) Pengaruh Model Pembelajaran Numbered Head Together Berbantuan Lembar Kerja Peserta Didik terhadap Kemampuan Pemecahan Masalah Matematis. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Tujuan dari penelitian ini ialah: (1) Untuk mengetahui ada tidaknya perbedaan kemampuan pemecahan masalah berbantuan lembar kerja antara peserta didik yang menerapkan model pembelajaran NHT dan Ekspositori. (2) Untuk mengetahui ada tidaknya peningkatan kemampuan pemecahan masalah berbantuan lembar kerja antara peserta didik yang menerapkan model pembelajaran NHT dan Ekspositori. Satu dari tujuan pembelajaran matematika ialah mengembangkan kemampuan pemecahan masalah peserta didik. Akan tetapi, guru masih menerapkan metode pembelajaran konvesional, dimana pusat pembelajaran dipegang sepenuhnya oleh guru sehingga kemampuan pemecahan masalah matematis peserta didik diklasifikasikan rendah. Salah satu opsi alternatif untuk mengalami peningkatan kemampuan pemecahan masalah matematis peserta didik adalah menerapkan model pembelajaran Numbered Head Together (NHT). Penelitian ini melibatkan kelas VII-A dan VII-B SMP Negeri 50 Jakarta dengan Quasi Experimental Design. Data diperoleh dari nilai posttest, dimana data normal dan homogen sedangkan data dari gain normal dan tidak homogen kemudian menggunakan uji Independet Sample T-Test, hasilnya: (1) Tidak terdapat perbedaan kemampuan pemecahan masalah matematis peserta didik dengan adanya perlakuan model pembelajaran NHT dan Ekspositori. Rata – rata nilai posttest kemampuan pemecahan masalah matematis yang mendapatkan perlakuan model pembelajaran NHT mencapai 58,72 sedangkan dengan adanya perlakuan model pembelajaran Ekspositori mencapai 49,57. (2) Terdapat perbedaan peningkatan kemampuan pemecahan matematis antara peserta didik yang menerapkan model pembelajaran NHT dan Ekspositori. Perolehan rata – rata nilai data gain kelas Eksperimen mencapai 46,56 dan n – gain mencapai 0,5660 sedangkan kelas Ekspositori data gain mencapai 31,58 dan n – gain mencapai 0,4126. / The objectives of this study are: (1) To determine whether there is a difference in problem solving skills assisted by worksheets between students who apply the NHT and expository learning models. (2) To determine whether or not there is an increase in problem solving ability assisted by worksheets between students who apply the NHT and expository learning models. One of the goals of learning mathematics is to develop students' problem solving skills. However, teachers still apply conventional learning methods, where the center of learning is fully held by the teacher so that students' mathematical problem solving skills are classified as low. One alternative option to improve students' mathematical problem solving ability is to apply the Numbered Head Together (NHT) learning model. This research involved VII-A and VII-B classes of SMP Negeri 50 Jakarta with Quasi Experimental Design. Data obtained from posttest scores, where the data is normal and homogeneous while the data from the normal and inhomogeneous gain then uses the Independent Sample T-Test test, the results: (1) There is no difference in the mathematical problem solving ability of students with the treatment of NHT and expository learning models. The average posttest value of mathematical problem solving ability that gets the NHT learning model treatment reaches 58.72 while with the expository learning model treatment reaches 49.57. (2) There is a difference in the improvement of mathematical problem solving ability between students who apply the NHT and expository learning models. The average gain data value of the Experiment class reached 46.56 and n - gain reached 0.5660 while the Expository class data gain reached 31.58 and n - gain reached 0.4126.

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