PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT MELATIHKAN KETERAMPILAN KOMUNIKASI (UNESA Journal of Chemical Education, 2020)
Penelitian ini bertujuan memaparkan keterlaksanaan model pembelajaran kooperatif tipe NHT, aktivitas peserta didik, dan keterampilan komunikasi peserta didik dengan materi larutan elektrolit dan non elektrolit di SMAN 1 Sidoarjo. Rancangan yang digunakan dalam penelitian yakni one shoot case study design. Didapatkan hasil berupa (1) Keterlaksanaan sintaks model kooperatif tipe NHT mendapatkan skor persentase rata-rata berturut-turut di pertemuan 1, 2, dan 3 sebesar 3,60; 3,81; dan 3,875 yang berkategori sangat baik disetiap pertemuan dari nilai maksimum 4,00. (2) Peserta didik beraktivitas relevan yang berartipeserta didik berlatih keterampilan komunikasi dengan beraktivitas sesuai dengan sintaks NHT memiliki skor persentase waktu aktivitas berturut-turut di pertemuan 1, 2, dan 3 sebesar 95.93%, 98.15%, dan 99.34% dari jumlah keseluruhan waktu pembelajaran. (3) Keterampilan komunikasi peserta didik meliputi kualitas dan kuantitas. Persentase skor kuantitas bertanya peserta didik memperoleh kriteria cukup berturut-turut di pertemuan 1, 2, dan 3 sebesar 8,33%, 19,44%, dan 41,67% kuantitas berpendapat memperoleh kriteria cukup selama tiga pertemuan sebesar 36,11%, 41,67%, dan 58,33%. Persentase kualitas bertanya pesertadidik yang memperoleh kriteria baik sekali berturut-turut di pertemuan 1, 2, dan 3 sebesar 8,33%, 11,11%, dan 19,44%, persentase kualitas berpendapat peserta didik yang memperoleh kriteria baik sekali selama tiga pertemuan sebesar 22,22%, 27,78%, dan 30,56%.Kata kunci: NHT, Keterampilan Komunikasi, Elektrolit dan Non Elektrolit. AbstractThe following research aims to describe implementation of NHT type cooperative learning models, students activities, and students communication skills with the matery of electrolyte and non-electrolyte solution at SMAN 1 Sidoarjo. The design used in this research is one shoot case study design. Obtained results in the form of (1) The implementation of the syntax of the NHT type cooperative model gets the average consecutive percentage scores at meetings 1, 2, and 3 of 3.60; 3.81; and 3,875 with the criteria is very good in everymeetings of the maximum value is 4.00. (2) Students on relevant activities which means students practice communication skills with activities according to the NHT syntax have a score of the percentage of time in a row of activities in meetings 1, 2 and 3 of 95.93%, 98.15%, and 99.34% of the total amount of learning time. (3) Students' communication skills include quality and quantity. The percentage of quantity scores asked students to obtain sufficient criteria in succession at meetings 1, 2, and 3 of 8.33%, 19.44%, and 41.67% of the quantity of opinion obtained sufficient criteria for three meetings of 36.11%, 41.67% and 58.33%. The percentage of the quality of asking students who obtained the criteria once in a row at meetings 1, 2, and 3 was 8.33%, 11.11%, and 19.44%, the percentage of the quality of opinion of students who obtained the criteria very well for three meetings of 22.22%, 27.78% and 30.56%.Key Word: NHT, Communication Skills, Electrolyte and Non-Electrolyte