THE EFFECT Of NUMBERED HEADS TOGETHER TO JUNIOR HIGH

2nd International Seminar on Education 2017Empowering Local Wisdom on Education for Global Issue

Batusangkar, September 05-06-2017

339

THE EFFECT Of NUMBERED HEADS TOGETHER TO JUNIOR HIGHSCHOOL STUDENTS’ NATURAL SCIENCES COMPETENCIES Of

SMPN 2 BATANG ANAI BASED THEIR PRELIMINARY KNOWLEDGE

Nelfi Erlinda(1), Reni Nastuti, S.Pd., M.Si.(2)

Program Studi Pendidikan FisikaSekolah Tinggi Keguruan dan Ilmu Pendidikan Yayasan Dharma Bakti

Jalan Pulau Jantung Indah No.91 Lubuk Alung Telp. 0751-96079Email :[email protected]

[email protected]

ABSTRACT

This study aimed to determine the significant effect of Number Heads Together (NHT) Model tostudents’ competency in understanding natural sciences materials. The samples are categorizedinto two groups which are high preliminary knowledge and low preliminary knowledge. The twogroups will compare between class with NHT Models and conventional Models. This researchuses pra-experimental design. The Population of the research is Junior High School students of

SMPN 2 Batang Anai who registered in 2016/2017 academic years. The students were givenpretest and posttest. The Data is analyzed using two ways ANNAVA. Based on data analysis, itcan be concluded that there are significant differences between students Who taught with NHT

Models and conventional models.

Index Terms— NHT,Competencies,knowledge

INTRODUCTION

atural Science (IPA) as part of sciencehas an important role in improving the

quality of human resources, especially insupporting the development of natural scienceand technology. This can be seen from theapplication of physics which is part of theScience in other disciplines and its applicationon technological developments. Therefore thesubjects of physics need to be introduced fromthe early start, junior high school, up tocollege. Educational institutions are expectedto give birth to young thinkers who have highintellectual. This can be achieved easily if thelearning process at school runs properly.

Teachers as motivators and facilitatorsin learning are expected to create conditionsthat can stimulate students to be active inlearning and the creation of good interactionbetween students with teachers and between

students with each other. Teachers are alsoexpected to provide opportunities for theirstudents to carry out joint activities in learningso that learning is not only centered on theteacher. Students are given the opportunity todevelop their creative ideas in solvingproblems so that students' thinking ability candevelop.

In accordance with the minimumgraduation standard, the learning processshould be able to improve students' thinkingability. With this, students are expected toindependently solve complex problems ineveryday life. Here, the role of teachers toprovide an effective way of learning concepts,so it is expected to improve student learningcompetence.

All implementations of KTSP andsyllabus refer to improving studentcompetence. The point is that, to achieveeducational goals teachers should be able to

N



340

provide broad learning opportunities todevelop their potential. This shows that thecore of KTSP is contextual, usingmultimetode, multimedia, and student centeredlearning. With non-teacher-oriented learning,students are required to be active and creativein conducting meaningful learning experiencesfor the purpose of education. This is in linewith the opinion of Sanjaya (2006: 14) thateducators as managers of education play animportant role in creating and optimizinglearning with methods and learningapproaches that can increase the activity,critical thinking and creativity of learners in apleasant atmosphere.

There have been many attempts byrelated parties in the field of education toimprove the quality of physics education. Inthis case, policies such as improvements to thecurriculum related system, placement andequity of education personnel, the procurementof research and skills activities, the addition offacilities and infrastructure and the applicationof new ideas in the effort to improve thequality of education.

However, the realities encountered inthe field, with improvements made to thequality of education are still low. And untilnow physics is still a lesson favored by moststudents and is considered a difficult lesson,less interesting, laden with concepts andformulas. Lack of interest and motivation ofstudents' learning resulted in the lack ofmastery of students on the subject matter givenand caused the low competence of studentlearning.

Another factor is that students do nothave initial skills about the material to belearned in the classroom, so students becomepassive and teachers dominate the learningprocess, where the teacher presents all thematerial interspersed with sample questionsand then given the exercises. Learningactivities like this make students feel notchallenged to develop creative learning skillsin solving problems related to the materialbeing studied. Students become less interestedwith lessons given by teachers so that students'understanding of physics becomes not optimal.

Initial ability (entry behavior) isbasically the ability or knowledge that must be

possessed by students before learning newskills or knowledge. By knowing the students'early skills, teachers can determine where tobegin learning. According to Ali (2010: 74),entry behavior is basically a skill and skillsthat must be possessed first by the studentbefore he learn new skills / skills. With thisinitial ability is expected students are able tobuild skills / skills that will be given theteacher later so that the learning process cantake place as it should.

According to Ali (2010: 74), entrybehavior is basically a skill and skills that mustbe possessed first by the students before helearns new knowledge or skills. With thisinitial ability is expected students are able tobuild the knowledge and skills that will begiven the teacher later so that the learningprocess can take place as it should.

Based on the observation of the authorat SMPN 2 Batang Anai, the learning processin the school is only centered on the teacher,so students become spoiled and onlyaccustomed to receive information from theteacher without wanting to dig furtherinformation so that students' thinking ability islow and the students have difficulty indigesting the lesson. This can be seen whenthe students are given a homework, thestudents are more likely to only createquestions that are similar to the examplesgiven by the teacher during the learningprocess and the difficulties of working onother slightly different issues, whereasstudents are required to learn ideas, Problems,and able to apply what they have learned. Thiscan be known from the first daily re-results inthe cognitive domain that still below theminimum defined criteria (KKM) is set at 75.

From the results of interviewsconducted by the author with several studentsin SMPN 2 Batang Anai, obtained informationthat the learning is done in the classroomespecially physics learning in general is onlytransferring knowledge from teachers tostudents regardless of whether the sciencedelivered can be understood students or not.This can be seen when given some questionsor tasks most students can not solve. Likewise,monotonous learning and methods, models orapproaches used are still not varied where the



341

teacher explains the concept in front of theclass then applied in the sample questions andexercises. Students tend to be more passiveand less participate in learning. This is seenfrom the activities of students who only listen,see and record what the teacher wrote on theblackboard, and students are not given theopportunity to be able to ask, discuss, andexpress opinions to other students, so thatwhen the learning process takes place studentsfeel No need to have the initial ability.

Seeing the above conditions, onealternative that can be applied to generatestudent interest in the learning process inSMPN 2 Batang Anai in obtaining maximumlearning competence then the teacher shouldbe able to apply cooperative learning modelwhere students are required to discuss, askquestions, think themselves and expressopinions To friends. And students are expectedto have a certain ability to be developed into anew capability that is the initial abilitypossessed by students. Initial ability is theability in a lesson that is owned or controlledby a student who made the starting point tolearn the next lesson.

Seeing this problem, it needs to beimproved. One of them by using a moremaximal learning model. According toMuhammad Nur (2005), one of the learningmodels that can be used is the learning modelNumberered Head Together (NHT). Thehallmark of the NHT model is that the teachersimply designates a student who represents hisgroup without informing who will representthe group. So this way guarantees the totalinvolvement of all students. This is anexcellent way to increase individualresponsibility in group discussions. Accordingto Ibrahim (2011 :), Numberered HeadTogether (NHT) is a model involving morestudents in the study covered in a lesson andchecking their understanding of the content ofthe lesson. Through this learning model, thelearning atmosphere will be more enjoyablebecause students learn and exchange ideaswith their own friends. In addition toimproving students' abilities and liveliness ofindividual students can also train in

cooperation in groups that ultimately spur thecompetence of physics learning.

Based on the above description, theresearch conducted is about the Influence ofLearning Model Numbered Heads TogetherBy Considering Early Capability of ScienceCompetence of Grade VIII Students of SMPN2 Batang Anai.

RESEARCH METHODS

This type of research is quasiexperimental research (Quasi ExperimentalResearch). The purpose of quasi-experimentalresearch is to obtain information which isapproximate for information obtained byactual experiments in circumstances that arenot possible to control all variables in full(Suryabrata, 2006: 92).

The independent variable in thisresearch is the model of learning NumberedHeads Together (NHT). And the secondindependent variable is the student's initialability. This initial ability is differentiated intohigh initial ability and low initial ability, whilethe dependent variable is the student'scompetence. The research design usedfactorial design 2 x 2.

DISCUSSION

Physics Learning

Learning is a process of cooperationbetween teachers and students to takeadvantage of all potential and existing sources,good potential that exists on students such as:interests, talents and abilities of the onesincluded learning styles as well as the potentialthat exists outside the student such as theenvironment, Facilities and learning resourcesas an effort to achieve certain learning goals(Sanjaya, 2008: 26). Learning is a combinationthat consists of human elements, materials,facilities, equipment and procedures that affecteach other to achieve goals (Hamalik, 1997:57). So learning is membelajarkan means allthe power and effort how someone makessomeone else learn and how to generatelearning events in the person.



342

Physics learning is a learning thatrequires learners to gain experience in theapplication of scientific methods throughexperiments or experiments. Thus, in physicslearning new competencies will be achieved ifall learners are actively involved bothphysically and mentally. To understand thephysics that have specific learning objectives,which fosters scientific attitude, honest,objective, open, resilient, critical, meticulousand able to cooperate with others, we need amodel of learning that match thecharacteristics of learning physics. Physicallearning has its own characteristics comparedwith other fields of science, as Supriyono(2003: 8)

"Physics science learning process hastwo dimensions, namely learning sciencematerials and how to do science activities.There are several things in physics sciencelearning, including what students experience,how students learn and what processesexperienced by students. In detail can learnabout: a. Product capabilities of scientificinquiry (facts, concepts, principles, andtheories). B. Nature of scientific effort(method, habit of thinking, approach toproblem). C. Values and attitudes (scientificcommunity, local community, widercommunity and family); Application and risksof physics and technology (social context,personal context); Physics careers (whatphysicists do, who they are and how they areeducated); Themselves (interest in physics, thecapacity of physics). "

Thus, in general physics learningfocuses on the discovery of informationthrough experience. These experiences includeobserving, measuring, categorizing, planningexperiments, asking questions, solvingproblems and clarifying comprehension. Sostudents need to be given the opportunity todevelop their skills in a meaningful learningenvironment.

One of the goals of physics learning injunior high in KTSP is to develop curiosity,positive attitude and awareness of theexistence of interaction between science,environment, technology and society.Therefore, science lesson (physics) of SMP in

general should have introduced to learnersability to do invetigasi (investigation) althoughits nature still very low.

Cooperative LearningAccording to Huda (2010: 27),

cooperative learning is believed to be apedagogical practice to improve the learningprocess, thinking style, social behavior, as wellas concern for students who have differentbackgrounds. The learning system of mutualcooperation or cooperative learning is a systemthat provides opportunities for students towork with fellow students in structured tasks.

In the cooperative learning model,there are 5 elements that must be considerednamely, the face to interconnectcommunication between students. Students aregiven individual responsibility in solving agiven problem so as to create positiveinterdependence between each other. At theend of the activity, there are evaluations orresults obtained.

The process of group formation shouldpay attention to the diversity of groupmembers. Ibrahim (2001: 6) states that the wayof grouping students is as follows:1) Classes are divided into small groups whose

members consist of students with highability, moderate, and low.

2) If possible in the formation of groups alsonote the differences of ethnic culture,gender, socio-economic background and soon.

3) Students cooperate in groups cooperativelyto master their academic materials.

4) The reward system is more group-orientedthan the individual.

Group formation is based on students'academic ability ranked. The heterogeneousgrouping of students is useful for trainingstudents to accept disagreements and workwith friends different from themselves. Theawards are given to each non-individual groupso that there is no social jealousy.



343

Learning Model Numbered Head Together(NHT)

According to Nur (2005: 23), themodel of learning Numbered Head Together(NHT) is basically a variation of groupdiscussion with his trademark is that teachersonly appoint a student who represents hisgroup without informing who will representthe group. So this way guarantees the totalinvolvement of all students. This is anexcellent way to increase individualresponsibility in group discussions.

Numbered Head Together (NHT), firstintroduced by Spencer Kagen. NumberedHead Together (NHT) is a learning modeldeveloped to engage many students inreviewing the material covered in a lesson andmeasuring their understanding of the subjectmatter (Ibrahim, 2002: 28). The NumberedHead Together (NHT) model providesstudents with opportunities to share ideas andconsider the most appropriate answers. Inaddition, this model also encourages studentsto improve their cooperation spirit. This modelrequires that students work interdependentlyon small groups cooperatively. The structurewas developed as an alternative material fromtraditional class structures such as holdinghands first to then be appointed by the teacherto answer the questions that have been asked.This kind of atmosphere creates an uproar inthe classroom, as students sometimes fight foreach other to get a chance to answer a questionor no one wants to answer questions even inshame. According to Huda (2011: 138), thesteps of learning model Numbered HeadTogether (NHT) are:a) Students are divided into groups, each

student in each group gets a number.b) The teacher gives the task and each group

does it.c) The group discusses the correct answer and

ensures each group member can work on it/ find out the answer.

d) The teacher calls one of the studentnumbers with the number called to reportthe results of their cooperation.

e) Feedback from another friend, then theteacher dials another number

Thus, the model of learning NumberedHeads Together (NHT) is a learning modeldeveloped to engage many students inreviewing the material covered in a lesson andmeasuring their understanding of the subjectmatter. Numbered Heads Together (NHT)learning model is expected to make studentsdiscuss, ask questions, think for themselvesand express opinions to friends, students aremore active, enthusiastic and students do notmake the teacher as the only source ofinformation, so that all will lead to theachievement Learning objectives, both interms of process and target achievementmastery of basic competencies.

INITIALABILITY

Initial ability is the ability that eachstudent has about the basic material as aprerequisite in learning new material. Initialcapability is also called as a cognitive structurestored in long-term memory as the foundationof data. Given the early ability of the teacherto determine where the lesson should beginthis level of ability is called entry behavior.

The initial ability between eachstudent has a difference, this is because eachstudent has a different level of intelligence.Mulyadi (2004), explained that the students'early ability had an influence on learningoutcomes. Students have the opportunity toreach kempetensi maximally in accordancewith the level of ability possessed. Thestudent's early ability before the start oflearning has much to do with the learningoutcomes to be achieved. By knowing theteacher's early ability to determine where tostart learning. In this regard, Paul (1997: 33)says that in one's mind there is an initial skill



344

structure (schemata). Each scheme acts as afilter and facilitator for new ideas andexperiences. Schemes organize, coordinate,and intensify basic principles through contactwith new experiences, schemes can bedeveloped and changed, ie by assimilationprocess. If the new experience still conformsto a person's own scheme, then the scheme isonly developed through the process ofassimilation. If the new experience is sodifferent from the existing scheme, so thenatural scheme is no longer suitable for theexperience, the old scheme is changed untilthere is a balance again.With this early ability, students are able to

build the skills / skills that will be given bythe teacher later on. Next according to Ali(2010: 77), how to recognize the entrybehavior, among others:

1. By interview or test. The teacher's pre-testcan be a tool for recognizing entrybehaviors. The pre-test should be thesame as that used in the post-test.

2. Through instructional analysis. From theinstructional analysis made can be knownlevel of ability or mastery of materials.

The learning process will be more effective ifthe learners have the initial ability about thematerial to be studied, it means that the levelof initial ability possessed by studentsinfluences the activity and creativity oflearning, and the application of certainlearning methods can support the success ofstudents generated by the initial ability.

Based on the above description, it canbe concluded that the student's early ability isthe ability possessed by each student about thebasic material as a prerequisite before learningnew material. The learning process will bemore effective if the students have the initialability about the material to be learned so thatthe competence of student learning will bebetter again.

Competence of Physics Learning

Competence is a combination ofabilities, skills, values and attitudes reflectedin thinking and acting habits. The habit ofthinking and acting consistently andcontinuously enables a person to becompetent, in the sense of having the ability,skills and basic values to do something.According to Puskur (2002), competence is theability, skill, and basic values reflected in thehabit of thinking and acting. The habit ofthinking and acting consistently andcontinuously enables a person to be competentin the sense of having the ability, skills andbasic values to do something. So, after thelearning process takes place students areexpected to have good competence so as todevelop the skills that he has for his future.Tampa's abilities and attitudes will not arisecertain competencies.

Competencies that must be masteredby the students need to be considered in such away as to be judged as a result of learning thatrefers to the direct ability. Students need toknow the learning objectives and levels ofmastery that are used as the criteria ofachievement in an inscriptive manner,developed based on predetermined goals andhave contributed to the competencies beingstudied.Competence is not only present in the level ofability, but the competence must be describedin the pattern of behavior. Someone is said tohave competence of course if he not onlyknows about something, but how theimplications and implementation of that abilityin the pattern of behavior that he did.Competence is essentially a blend of abilities,skills, values and attitudes that are reflectedinto the habit of thinking and acting.When analyzed further, this competencyconsists of several aspects. Gullo (2002: 56),analyzes competence into three aspects, eachof which has different levels, namely:1. Cognitive competence, which includes



345

ability, understanding, application, analysis,evaluation and creation.2. Affective competence, which includesrecognition, response, appreciation of value,organizing, and practice.3. Psychomotor competence, which deals withskills learning outcomes and ability to act.The three domains are not separate and arethree aspects of human behavior. Thefollowing will be presented operational wordsthat can be used for indicators oncompetencies both concerning cognitive,affective and psychomotor.

In this study, the competence is thecompetence by modifying the opinions ofGulo and Mulyasa ie cognitive domain,including ability, understanding, application,analysis, evaluation and creation. To affectiveby including acceptance, responding,appreciating and organizing. Where these fourcompetencies consist of several indicators,while for the psychomotor domain includes,preparation, implementation, reporting ofresults that also consists of several indicators.

CONCLUSIONS ANDRECOMMENDATIONS

This research is a study that see theInfluence of Learning Model Numbered HeadsTogether by Considering Early Capability ofScience Competence of Grade VIII Students ofSMPN 2 Batang Anai.

In accordance with the results ofhypothesis testing and discussion of research,it can be concluded that there is influenceInfluence Learning Model Numbered HeadsTogether By Considering Early Capability ofScience Competence Students Class VIIISMPN 2 Batang Anai, good for cognitive,psychomotor and affective aspects; There is nointeraction between the use of learning modelsand students 'early ability to influencestudents' physics competencies, both forcognitive, psychomotor and affective aspects.

For supervisors, in order to provideschool-school inputs to use the NumberedHeads Together (NHT) learning model in the

learning process; For school principals andcurriculum representatives, in order to fosterteachers' critical thinking and professionalismskills, by providing support for teachers to usethe Numbered Heads Together (NHT) modelof learning; For the MGMP, to make themodel of learning Numbered Heads Together(NHT) as one of the good learning alternativesto improve student competence; For teachers,who want to apply the model of learningNumbered Heads Together (NHT) to betterunderstand the characteristics for each studentespecially for low-ability students early, sothis learning model effectively improvestudents' learning competence as a whole; Forother researchers, the results of this study canmake a grounding in order to follow upresearch with a wider scope.

ACKNOWLEDGEMENTS

On this occasion I would like to expressour immense gratitude to the chairman STKIPYDB Lubuk alung which has been providingfunds to carry out this research, my thanksgoes to the head ofSMPN2BATANGANAIwho have memfasitasime to do some research Junior High Schoolstudents of SMPN 2 Batang Anai whoregistered in 2016/2017 academic years,thanks to the physics education students whohave assisted me in collecting research data,and thanks to fellow lecturers who have helpedin the preparation of this journal that can bepresented in an international seminar at IAIN2017 at the Batusangka on September 5,62017.

BIBLIOGRAPHY

Ali, M. 1996. Teachers in the LearningProcess. Bandung: Sinar BaruAgensindo.

Arikunto, Suharsimi. 2006. Fundamentals ofEducational Evaluation. Jakarta: EarthLiteracy.

Arikunto, Suharsimi. 2007. ResearchManagement.Jakarta: Rineka Cipta.



346

DePoter, Bobbi. 2005. Quantum Learning.Bandung: Kaifa

Huda, Miftahul. 2011. Cooperative Learning.Yogyakarta: Student Literature

Ibrahim, Muslimin et al. 2000. CooperativeLearning. Jakarta: University Press

Lie, Anita. 2002. Cooperative Learning.Jakarta: Gramedia WidiasaranaIndonesia.

Mahardika, Silvia. 2011. Application ofLearning Method Numbered HeadsTogether (NHT) AccompaniedAudio Visual Media To IncreaseStudent Participation Class VII-E SMPNegeri8 Surakarta 2009/2010

Lesson Year. Jurnal IlmuPendidikan, (online), Volume 1, No.1,(http://jurnal.fkip.uns.ac.id,accessed1November 2012).

Sanjaya, W. 2006. Learning in theImplementation of Competency BasedCurriculum. Bandung:KencanaPrenadaMedia Group.

Slameto. 2003. Learning and Its AffectingFactors.Rineka Cipta: Jakarta

Sudijono, Anas. 1995. Introduction toEducational Evaluation. Jakarta: RajaGrafindo Persada.

Suryabrata, Sumadi. 2006. ResearchMetedology. Jakarta: Raja GrafindoPersada

Trisna, Silvi. 2012. "Effectiveness LearningModel Write Pair Share In ImprovingStudent PhysicsLearningCompetency Reviewed From EarlyKnowledge in Class XI SMAN 7Plus".Thesis.Padang:PostgraduateProgram State University of Padang

Documents

THE EFFECT Of NUMBERED HEADS TOGETHER TO JUNIOR HIGH