The Comparison of Cooperative Learning Models of Number Head Together (NHT), Think Pair Square (TPS), and Student Team Achievement Division (STAD) on Maths at State Junior Secondary Schools (SJSS) in Pekanbaru-Riau Province-Indonesia
This research was aimed at finding out the implementation and the effect of cooperative learning models called Student Team Achievement Division (STAD), Think Pair Square (TPS), and Number Head Together (NHT) on the achievement of Class Vlll students of State Junior Secondary Schools (SJSS) Pekanbaru in the academic year 2014-2015. This research was quasi-experimental and the design of this research is the design of random pre-test - post-test group comparison. The population was all students of Class Vlll SJSS Pekanbaru with a-one-class sample, i.e. SJSS 14, SJSS 21, and SJSS 22 totalling 100 students as the experimental class. The sample was collected by using stratified random sampling. The data was gathered using tests and observation. The used tests was the pre-test and post-test in the form of descriptions and validated by experts. Data were analyzed by using one-way ANOVA test and t-test for paired observational data at α = 0.05. Data analysis indicated that cooperative learning gave positive effects to the teaching and learning process. The results of the pre-test showed that there was no significant difference between the mean scores of the experimental classes, meaning that the three experimental groups had the same initial ability. On the other hand, the results of the post-test showed that there was also no significant difference between the mean scores of the three experimental groups. It means that there was no significant difference of the three cooperative learning models employed. However, the results of the data analysis of both pre-test and post-test of every group sample showed significant difference where the results of the post-test were better than that of the pre-test. It showed that the given cooperative learning model to the three sample groups gave the better influence than the conventional learning.
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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
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