Penerapan model pembelajaran kooperatif tipe numbered heads together untuk meningkatkan pemahaman konsep siswa kelas ix pada mata pelajaran biologi di sekolah xyz makassar

Napitupulu, Luciana Epridaiani (2016) Penerapan model pembelajaran kooperatif tipe numbered heads together untuk meningkatkan pemahaman konsep siswa kelas ix pada mata pelajaran biologi di sekolah xyz makassar. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Berdasarkan observasi yang dilakukan peneliti pada kelas IX-A di sekolah XYZ Makasar, didapati bahwa 11 dari 22 jumlah siswa mendapatkan nilai dibawah standar kriteria ketuntasan minimum yang ditetapkan sekolah yakni 73 pada tes sumatif. Data ini juga didukung berdasarkan hasil tes formatif (pra siklus) yang menunjukan bahwa 10 dari 19 jumlah siswa mendapatkan nilai dibawah standar kriteria ketuntasan minimum. Soal-soal yang digunakan pada tes sumatif dan formatif tersebut merupakan soal untuk mengukur ranah pemahaman siswa. Berdasarkan observasi tersebut, diketahui bahwa permasalahan di kelas IX-A ialah kurangnya pemahaman konsep siswa terhadap pelajaran Biologi. Untuk mengatasi permasalahan tersebut peneliti menerapkan model pembelajaran kooperatif tipe NHT untuk meningkatkan kemampuan siswa dalam memahami konsep-konsep dalam pelajaran Biologi. Adapun cara peneliti untuk melihat pengaruh tersebut adalah dengan menggunakan metode Penelitian Tindakan Kelas (PTK) dengan tujuan mengetahui pengaruh penerapan model pembelajaran tipe NHT untuk meningkatkan pemahaman konsep Biologi kelas IX-A di sekolah XYZ Makassar dan menjelaskan penerapan model pembelajaran tipe (NHT) tersebut. Penelitian dilaksanakan pada tanggal 30 September sampai dengan 28 Oktober 2015. Penelitian ini berlangsung dengan dua siklus yang melibatkan 19 orang siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar tes, lembar angket siswa, lembar observasi mentor dan teman sejawat serta jurnal refleksi peneliti. Data instrumen tersebut dianalisis dengan menggunakan teknik analisis statistik deskriptif dan analisis kualitatif deskriptif. Dari penelitian yang dilakukan, dapat disimpulkan bahwa pemahaman konsep siswa meningkat berdasarkan persentase nilai rata-rata kelas dari siklus 1 yakni 78,52% menjadi 84.84% di siklus II sebesar 6,32% melalui penerapan model pembelajaran kooperatif tipe NHT dengan tahapan penomoran, pengajuan pertanyaan, berpikir bersama dan pemberian jawaban. / Based on observations conducted in XYZ School in Makassar, particularly targeting students in class IX-A, the researcher found that 11 out of 22 students obtained grades below 73. 73 is a standard passing grade, in a summative test. This data is further supported by the result of a formative test (pre-cycle), which portrayed that 10 out of 19 students achieved grades below standard. The problems in both summative & formative tests were designed to measure students‟ understanding level. Thus, referring to this observation, the researcher perceived that the issue faced by class IX-A is a lack of comprehension to some concepts in Biology subject. In handling this particular issue, the researcher applied NHT model cooperative learning, which increases students‟ ability to grasp more concepts in the subject. The researcher monitored some influence in the class by using Classroom Action Research (CAR) method, with the specific goal to detect an improvement to class‟ comprehension of Biological concepts through NHT and explaining its application. The research was conducted on 30th September to 28th October 2015, which involved 19 students and had in two cycles. Instruments applied in this research were test forms, surveys for students, mentors‟ observation forms, and personal reflection journal for the researcher. These data then were analyzed using statistic descriptive technique, and also qualitative descriptive analysis. Conclusions achieved throughout this research are students‟ comprehension level, which is indicated by overall class scores, increased from 78.52% in cycle 1 to 84.84% in cycle 2. The increment of 6.32% was projected through the application of NHT type cooperative learning, with the stages of numbering, questioning, heads together, and answering.

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