PENGARUH PEMBELAJARAN KOOPERATIF QUESTION STUDENT HAVE (QSH) TERHADAP PEMAHAMAN KONSEP MATEMATIS - Sudiyah Ana Wati (Jurnal Math-UMB.EDU, 2022)
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif question student have (QSH) terhadap kemampuan pemahanan konsep matematis siswa di salah satu MI swasta di Jakarta. Menggunakan metode penelitian eksperimen dengan Jenis eksperimen semu (quasy experiment). Popolasi dalam penelitian ini adalah siswa-siswi  kelas IV  tahun ajaran 2021/2022 dengan jumlah populasi 235 siswa. Sampel penelitian sebanyak  35 siswa-siswi dari kelas IV-A  dan IV-B. Uji prasyarat data menggunakan di uji normalitas, homogenitas, dan uji-t. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran kooperatif question student have (QSH) terhadap kemampuan pemahaman konsep matematika. Hal ini ditunjukkan dengan nilai pengujian hipotesis menggunakan uji-t,   dimana thitung> ttabel yaitu 26,77>2,042, sehingga dapat disimpulkan terdapat perbedaan kemampuan pemahaman konsep matematika siswa menggunakan strategi pembelajaran Question Student Have dan  strategi pembelajaran Student Team Achievement Devision (STAD). Kata Kunci:  Strategi Pembelajaran Question Student Have (QSH), Kemampuan pemahaman konsep matematika Abstract This study aims to determine the effect of the question student have (QSH) cooperative learning model on the ability to comprehend mathematical concepts of students at a private MI in Jakarta. Using experimental research methods with a quasi-experimental type. The population in this study is fourth grade students in the 2021/2022 academic year with a total population of 235 students. The research sample consisted of 35 students from grades IV-A and IV-B. Prerequisite test data using the normality test, homogeneity, and t-test. The results showed that there was an effect of the question student have (QSH) cooperative learning model on the ability to understand mathematical concepts. This is indicated by the value of hypothesis testing using t-test, where tcount> ttable is 26.77>2.042, so it can be concluded that there are differences in the ability to understand students' mathematical concepts using the Question Student Have learning strategy and the Student Team Achievement Division (STAD) learning strategy. Keywords: Question Student Have (Qsh) Learning Strategy, Ability to understand mathematical concepts