PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA - Siti Fatimah; Tri Jalmo; Rini Rita T Marpaung (Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 2014)
This study was aimed to knowing the influence of  using Numbered Head Together (NHT) learning model toward students critical thinking skill and students learning activity. This study design was pretest-postest non equivalent group. Samples were VIIB  and VIID, chosen by purposive sampling. This research data were  quantitative and qualitative data. The quantitative data obtained from the average value of test were analyzed by using t-test and U-test. The qualitative data obtained form the observation sheet of learning activities and questionnaire responses of students were analyzed descriptively. The results showed that the NHT model can improve students critical thinking skill, with N-gain average score was 52.47.  The student learning activities also develop, they were teamwork (90.83),  express their idea (84.16), asking the questions (72.50), answer the questions (89.16), and listen to the discussion (92.50). Most students responded positively (agree) to use of NHT model. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Numbered Head Together (NHT) terhadap keterampilan berpikir kritis dan aktivitas belajar siswa. Desain penelitian pretes-postes kelompok non-equivalen. Sampel penelitian adalah siswa kelas VIIB dan VIID, dipilih secara purposive sampling. Data penelitian berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan penggunaan model NHT dapat meningkatkan keterampilan berpikir kritis siswa, dengan rata-rata nilai N-gain 52,47. Aktivitas belajar siswa juga mengalami peningkatan yaitu bekerjasama dalam kelompok (90,83), mengemukakan gagasan (84,16), mengajukan pertanyaan (72,50), menjawab pertanyaan (89,16), dan mendengarkan diskusi (92,50). Sebagian besar siswa memberikan tanggapan positif (setuju) terhadap penggunaan model NHT.Kata kunci :  aktivitas belajar, keterampilan berpikir kritis, NHT