cooperative learning numbered heads together (nht)

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Based Learning, Skripsi, FMIPA,. UNIMED, Medan. Siswanto, and Kusumah, (2017),. Enhancement of Junior High School. Students' Spatial Geometry Ability.
THE DIFFERENCES OF STUDENTS MATHEMATICAL SPATIAL ABILITY TAUGHT

COOPERATIVE LEARNING NUMBERED HEADS TOGETHER (NHT) AND STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TYPES AT SMP NEGERI 3 KISARAN ACADEMIC YEAR 2017/2018 Irma Syahputri Lubis*, Edi Syahputra *

College Student, Program School in Mathematics Education Jl. Willem Iskandar Psr. V Medan Estate Kota Medan e-mail: [email protected] College Student of State University of Medan ABSTRACT The aim of this research is to know whether student’s mathematical spatial ability by cooperative learning number heads together types is better than student’s mathematical spatial ability by student team achievement divisions types for Grade VIII in SMP Negeri 3 Kisaran. The population is all students of grade VIII in SMP Negeri 3 Kisaran A.Y. 2017/2018. Sampling techniques that is used in this research is random sampling. There are two samples in this research namely, Experimental class A is VIII/3 taught by cooperative learning NHT and Experimental class B is VIII/5 taught by cooperative learning STAD. This research using posttest where, data of posttest are normal distribution and homogeneous. After doing treatment in experiment class A and B obtained average score of posttest are 77,42 and 69,84. Hypothesis testing that have been conducted in this research is by calculating manually and results of hypothesis test of data from both experimental class in posttest was found that . It indicates that H₀ is rejected. So, we can conclude that Students’ mathematical spatial ability taught by using cooperative learning NHT type is better than cooperative learning STAD type. Keyword: mathematical spatial ability, numbered heads together (NHT), student team achievement divisions (STAD)

INTRODUCTION

life, mathematics needs to be understood

School as an educational institution that

and controlled by all levels of society is

organizes the learning process has an

no exception of school students as the

important role in transferring knowledge

next generation. Based on Hudojo (in

and skill to students. The role is expected

Sirait, 2017) that mathematics is a tool to

to produce qualified human in science

develop a way of thinking. Therefore,

department. In other words, school

mathematics is indispensable both for

implements teaching–learning activity as

everyday life as well as in dealing with

the

the

realization

educational

of

the

objective.

established

of

science

and

to

technology so that the mathematics must

that

be procured to every student since

education in schools is created through

elementary classes, however, there are

the interaction between educators with

essentially mathematical science is a way

students

the

of thinking deductive formal and abstract.

development of all the potential, skills,

Mathematics not only related to numbers

and characteristics of learners, to the

and operations but also the element of

intellectual,

space as a target. Clear that the object of

Sukmadinata

that

(in

According

advancement

Sirait,

aims

social,

2017)

to

help

affective,

and

physical.

study of mathematics is not just the

As according to Noviani, Syahputra, and

Murad

(2017)

state

that:

quantity, but more focused on the relationship,

patterns,

shapes,

and

“Mathematics is one of the basic science

structures. Students have difficulty in

that has very important influence in life,

learning

because it can prepare and develop

mathematics is abstract things so it is

students’

difficult to understand and boring.

ability to

think

logically,

sociably, and appropriately to solve a

mathematics

because

Mathematics education materials in

problem that occurs in their daily lives”.

schools

Mathematics is also an important subject

statistics, and geometry. These materials

in education system in the world. A

are used, both for mathematics alone and

country

for utilization outside mathematics. These

that

neglects

mathematics

include

aim

arithmetic,

education as a top priority will be left

materials

behind from the progress of all fields

capabilities described by NCTM (in

especially science and technology. Given

Subroto

the importance of mathematics in daily

connection

2012):

to

improve

algebra,

reasoning

ability,

the

5

ability,

communication

ability,

problem-solving

ability,

representational ability. In addition to

difficulties for students to understand geometry material (Sayekti, 2017).

these 5 abilities, mathematics material

NCTM suggested that in the learning

can develop other abilities beyond the

of geometry students can visualize, describe,

NCTM stated that is spatial ability.

and compare wake-up geometry in various

According to Putra (2011) stated that: The distribution of competency

positions, so that students can understand it. Therefore, the spatial ability is required.

standards for SMP, which get the largest

Spatial ability in learning mathematics

share is geometry (41%) compared to

is one of the factors that influence student

other materials such as algebra (29%),

achievement. Spatial power itself is an

numbers

and

individual's ability to see and re-assimilate

opportunities (12%)”. Based on the above

space objects by simply making pictures of

data geometry has a larger study for

the space objects on paper. Spatial ability in

students compared with other branches of

mathematics is very important, as many

mathematics. Therefore, geometry that

students find it difficult to understand

should be more attention to the lesson.

objects or geometry drawings, so that

Geometry is one of the most difficult and

teachers are required to give more than

boring

enough attention to fit spatially with the

(18%),

subject

and

matter

statistics

for

students.

According to Putri (2017) state that:

willingness-indeed

From a psychological point of view,

curriculum's mandate. To solve the problems

geometry

of

in dimension three, one must have spatial

abstractions from visual and spatial

power. Because in the three dimensional

experiences,

a

matter many matters can’t be realized in

mathematical point of view geometry

actual form or build, only visualized or ways

provides approaches to problem-solving.

in the form of dimension two. Visualizing

In learning mathematics, especially the

the three dimensions into a two dimensional

good spatial geometry ability is needed

dimension that requires the imagination and

by

abstraction of learners, so that often make

is

students.

the

presentation

whereas

Because

from

in

learning

geometry, the actual object in the form of 3D is often visualized as a 2D. This three dimensional

visualization

into

two-

according

to

the

them was confused. Sayekti (2017) also says that: “Spatial ability is the ability to see colors, lines,

dimensional shape that needed the good

shape,

and

understanding

the

spatial ability so that it doesn’t cause any

visualization and spatial properties”.

figure

In fact, based on researcher’s

From the fact that researcher’s get, then

preliminary study of students in grade

researcher’s need to improve the student’s

VIII-3 at SMP Negeri 3 Kisaran,

mathematical spatial ability. According to

students have difficulty visualizing in

constructivist learning theory, knowledge can’t

solving geometry problems. This is

simply be transferred from the teacher to the

supported by interviews with one of

mind of students. This means that students must

the mathematics teachers in the class,

be mentally active build knowledge based

who said that students are still having

student’s cognitive structure. An activity which

difficulty

expected able to apply for increase the student’s

in

understanding

issues

related to geometry. Students are still

mathematical

weak in understanding space and

cooperative learning models type Numbered

shape. One of the factors causing low

Heads Together (NHT) and Student Teams

mathematical

Achievement Division (STAD).

students

is

spatial abstract

abilities

of

spatial

ability

are

applying

mathematical

According to Cohen (in Pedersen and

characteristics so that students have

Digby 2014: 251) state that cooperative learning

difficulty

is a generic name that refers to methods for the

in

visualizing

and

constructing the geometry. Based on

organization

the observation that researcher do, the

instruction. These methods include Complex

researcher can conclude that there is

Instruction,

less response that given by students in

Learning together, STAD, and others.

mathematics

class

and

from

and

conduct

Group

of

Investigation,

classroom Jigsaw,

the

According to Istarani (in Nestia, 2017)

observation test, the students that has

refers to the virtues taught by using Numbered

mark more than KKM are 5 students

Heads Together (NHT) are as follows:

with percentage is 14,29%, and the

1. Enhance

students has mark less than