Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams Games Tournamens (TGT) dan Numbered Head Together (NHT) Pada Materi Geometri dan Pengukuran Ditinjau dari Gaya Belajar Siswa SMP Negeri di Kabupaten Bojonegoro Tahun Pelajaran 2011/2012

ABSTRAK
Suprapto. S851102043. 2012. Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams Games Tournamens (TGT) dan Numbered Head Together (NHT) Pada Materi Geometri dan Pengukuran Ditinjau dari Gaya Belajar Siswa SMP Negeri di Kabupaten Bojonegoro Tahun Pelajaran 2011/2012. Komisi Pembimbing I Dr. Mardiyana, M.Si. dan Pembimbing II Triyanto, S.Si, M.Si. Tesis. Surakarta: Program Studi Pendidikan Matematika Program Pascasarjana Universitas Sebelas Maret Surakarta.

Penelitian ini diadakan dengan tujuan untuk mengetahui: (1) Manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang dikenai, model pembelajaran kooperatif tipe TGT, model pembelajaran kooperatif NHT, atau pembelajaran konvensinal. (2) Manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang memiliki gaya belajar visual, gaya belajar auditori atau gaya belajar kinestetik. (3) a. Pada masing-masing model pembelajaran, manakah yang menghasilkan prestasi belajar matematika yang lebih baik, siswa yang memiliki gaya belajar visual, auditori, atau kinestetik, b. Pada masing-masing gaya belajar siswa, manakah yang menghasilkan prestasi belajar matematika yang lebih baik, model TGT, model NHT, atau Konvensional.
Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3×3. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN di Kabupaten Bojonegoro tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan cara stratified cluster random sampling. Data yang digunakan, yaitu nilai UAS, angket gaya belajar dan tes prestasi. Uji prasyarat meliputi uji normalitas menggunakan metode Lilliefors dan uji homogenitas menggunakan metode Barlet. Teknik analisis data dengan menggunakan analisis variansi dua jalan dengan sel tak sama.
Dalam penelitian ini dapat disimpulkan bahwa: (1) Prestasi belajar matematika siswa pada model TGT lebih baik daripada prestasi belajar matematika siswa pada model NHT maupun konvensional. Prestasi belajar matematika siswa pada model NHT lebih baik daripada prestasi belajar matematika pada kovensional. (2) Prestasi belajar matematika siswa yang mempunyai gaya belajar auditori lebih baik daripada prestasi belajar matematika siswa yang mempunyai gaya belajar visual maupun gaya belajar kinestetik. Prestasi belajar matematika siswa yang mempunyai gaya belajar visual lebih baik daripada prestasi belajar matematika siswa yang mempunyai gaya belajar kinestetik. (3) a. Pada model TGT, NHT dan Konvensional. Siswa yang mempunyai gaya belajar auditori mempunyai prestasi belajar matematika lebih baik daripada siswa yang mempunyai gaya belajar visual maupun gaya belajar kinestetik. Siswa yang mempunyai gaya belajar visual mempunyai prestasi belajar matematika lebih baik daripada siswa yang mempunyai gaya belajar kinestetik. b. Pada masing masing gaya belajar Visual, Auditorial dan Kinestetik, Siswa yang mempunyai model pembelajaran tipe TGT lebih baik prestasinya dibanding model pembelajaran tipe NHT maupun konvensional dan model pembelajaran tipe NHT lebih baik prestasinya dibanding model pembelajaran konvensional.
Kata kunci : TGT, NHT, dan Konvensional, Gaya Belajar, dan Prestasi Belajar Matematika.
ABSTRACT
Suprapto. S851102043. The Experimentation of the Cooperative Learning Model of Teams Games Tournament (TGT) type and Numbered Head Together (NHT) type on the Topic of Discussion of Geometry and Measurement Viewed from the Learning Style of the Students of State Junior Secondary School in Bojonegoro Regency in Academic Year 2011/2012. Principal Advisor: Dr. Mardiayana, M.Si., Co-advisor: Triyanto, S.Si., M.Si. Thesis: the Graduate Program in Mathematics Education, Sebelas Maret University, Surakarta.
The objectives of this research are to investigate: (1) which of the learning models, the cooperative learning model of TGT type, the cooperative learning model of NHT type, or the conventional learning model, results in the students’ better learning achievement in Mathematics; (2) which of the learning styles, visual learning style, auditory learning style, or kinesthetic learning style results in the students’ better learning achievement in Mathematics; and (3) a. in each learning model, which learning style, visual learning style, auditory learning style, or kinesthetic learning style results in the students’ better learning achievement in Mathematics, b. in each learning style, which of learning models, the cooperative learning model of TGT type, the cooperative learning model of NHT type, or the conventional learning model results in the students’ better learning achievement in Mathematics.
This research used the quasi experimental research method with the factorial design of 3×3. The population of the research was all of the students in Grade VIII of State Junior Secondary School in Bojonegoro regency in Academic Year 2011/2012. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were the students’ scores in the school’s final test, questionnaire of learning style, and achievement test. The pre-requisite tests used in the research were normality test with Lilliefors formula and homogeneity test with Barlet’s method. The data were then analyzed by using the two-way analysis of variance with unbalanced cell.
The results of the research are as follows: (1) the learning achievement in Mathematics of the students exposed to the cooperative learning model of TGT type is better than that of the students instructed with either the cooperative learning model of NHT type or the conventional learning model, and the learning of the students exposed to the cooperative learning model of NHT type is better than that of the students instructed with the conventional learning model; (2) the learning achievement in Mathematics of the students with the auditory learning style is better than that of the students with either the visual learning style or the kinesthetic learning style, and the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style; and (3) a. in each learning model, TGT type, NHT type, and conventional one, the students with the auditory learning style have a better learning achievement in Mathematics than those with either the visual learning style or the kinesthetic learning style, and the students with the visual learning style have a better learning achievement in Mathematics than those with the kinesthetic learning style; b. in each learning style, auditory learning style, visual learning style, and kinesthetic learning style, the students exposed to the cooperative learning model of TGT type have a better learning achievement in Mathematics than those exposed to either the cooperative learning model of NHT type or the conventional learning model, and the students exposed to the cooperative learning model of NHT type have a better learning achievement in Mathematics than those exposed to the conventional learning model.