PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER (NHT) TERHADAP MOTIVASI BERPRESTASI DAN HASIL BELAJAR IPS PADA SISWA KELAS V SD - ., Ni Luh Kadek Diah Puspitasari; ., Prof. Dr. Nyoman Dantes; ., Dr. Desak Putu Parmiti,MS (Universitas Pendidikan Ganesha, 2016)
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Numbered Head Together (NHT) terhadap motivasi berprestasi dan hasil belajar IPS siswa. Rancangan penelitian yang digunakan adalah Posttest Only Control Group Design. Populasi dalam penelitian ini adalah siswa kelas V SD di Gugus III Tambora Kecamatan Melaya Kabupaten Jembrana tahun pelajaran 2015/2016. Sampel diambil dengan teknik random sampling kelas. Sampel penelitian berjumlah 55 siswa. Data yang telah dikumpulkan dianalisis dengan uji MANOVA berbantuan SPSS 16.00 for windows. Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan motivasi berprestasi yang signifikan antara kelompok yang dibelajarkan dengan model pembelajaran NHT dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional (F = 119,010, dengan Sig. < 0,05); 2) terdapat perbedaan hasil belajar IPS yang signifikan antara kelompok yang dibelajarkan dengan model pembelajaran NHT dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional (F = 142,553, dengan Sig. < 0,05); 3) terdapat perbedaan motivasi berprestasi dan hasil belajar IPS yang signifikan antara kelompok yang dibelajarkan dengan model pembelajaran NHT dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional (F = 1.015a, dengan Sig. > 0,05).Kata Kunci : pembelajaran kooperatif, model NHT, motivasi berprestasi, hasil belajar IPS This research aims to investigate the effect of the cooperative learning model type Numbered Head Together (NHT) toward achievement motivation and students’ social learning result. The research design which was used in this research was Posttest Only Control Group Design. The populations of this research were fifth grade elementary students cluster III Tambora sub-district Melaya, Jembrana regency school year 2015/2016. Samples were taken by random sampling class technique. The samples were 55 students. Data which were collected, were analyzed by using MANOVA assisted by SPSS 16.00 for windows. The research’s results show that: 1) there are significant differences of achievement motivation between the student’s intergroup which were learned by NHT learning model and the student’s intergroup which were learned by conventional learning (F = 119,010, and Sig. < 0,05); 2) ) there are significant differences of social learning result between the student’s intergroup which were learned by NHT learning model and the student’s intergroup which were learned by conventional learning (F = 142,553, and Sig. < 0,05); 3) there are significant differences of achievement motivation and social learning result between the student’s intergroup which were learned by NHT learning model and the student’s intergroup which were learned by conventional learning(F = 1.015a, and Sig. > 0,05).keyword : cooperative learning, NHT learning model, achievement motivation, social learning result