PENGARUH MODEL PEMBELAJARAN TIPE NUMBERED HEADS TOGETHER (NHT) BERBANTUAN BENDA KONKRET TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V GUGUS 1 DALUNG KECAMATAN KUTA UTARA - ., Gusti Ayu Kade Yudiastuti; ., Drs. I Wayan Wiarta, S.Pd., M.For.; ., Drs. I Ketut Ardana,M.Pd. (MIMBAR PGSD Undiksha, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar Matematika siswa yang dibelajarkan melalui model pembelajaran tipe numbered heads together berbantuan benda konkret dengan siswa yang dibelajarkan melalui pembelajaran konvensional siswa kelas V SD Gugus 1 Kuta Utara Tahun Pelajaran 2013/2014. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimental) dengan rancangan penelitian yang digunakan adalah Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah semua siswa SD Gugus I Kuta Utara sebanyak 488 siswa. Sampel diambil dengan teknik Random sampling. Data yang dikumpulkan adalah hasil belajar Matematika meliputi aspek kognitif yang digabungkan dengan aspek afektif. Nilai kognitif didapat dari tes hasil belajar bentuk pilihan ganda biasa dan nilai afektif didapat melalui lembar observasi berupa nilai karakter. Data dianalisis dengan uji-t.Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan hasil belajar Matematika siswa yang dibelajarkan melalui model pembelajaran numbered heads together berbantuan benda konkret dengan siswa yang dibelajarkan melalui pembelajaran konvensional. Dibuktikan dari hasil analisis diperoleh thitung = 2,25 > ttabel = 2,000 dengan dk= 71 dan taraf signifikan 5%. Dengan nilai rata-rata kelas eksperimen yang dibelajarkan melalui model numbered heads together berbantuan benda konkret lebih dari kelas kontrol yang dibelajarkan melalui pembelajaran konvensional yaitu : 80,3 > 77,23. Dengan demikian dapat disimpulkan bahwa model pembelajaran numbered heads together berbantuan benda konkret berpengaruh terhadap hasil belajar Matematika siswa kelas V SD Gugus I Kuta Utara Tahun Pelajaran 2013/2014. Kata Kunci : Model Numbered Heads Together Benda Konkret, Matematika, Hasil Belajar This study aims to determine significant differences in mathematics learning outcomes of students that learned through learning model Type-aided Numbered Heads Together with the concrete objects that students be taught through conventional teaching fifth grade elementary school students Force 1 North Kuta Academic Year 2013/2014. This study was a quasi-experimental study (quasi-experimental) with the study design used is Nonequivalent Control Group Design. The population in this study were all students from elementary Cluster I North Kuta as 488 students. Samples were taken with a random sampling technique. The data collected is the result of learning mathematics include cognitive aspects combined with affective aspects. Values obtained from tests of cognitive learning outcomes unusual form of multiple choice and affective values obtained through observation sheet a character value. Data were analyzed by t-test.The results showed that there were significant differences in mathematics learning outcomes of students that learned through learning model types Numbered Heads Together concrete objects aided by students that learned through conventional learning. Evidenced from the results of the analysis obtained t = 2.25> t table = 2.000 with df = 71 and a significance level of 5%. With the average value of the experimental class that learned through learning model types Numbered Heads Together aided concrete objects over control class that learned through conventional teaching, namely: 80.3> 77.23.It can be concluded that the type of learning model aided Numbered Heads Together concrete objects affect the results of the fifth grade students learn math elementary Cluster I North Kuta academic year 2013/2014. keyword : Models Numbered Heads Together Concrete Objects, Mathematics, Learning Outcomes