ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui: (1) pengaruh metode pembelajaran kooperatif NHT disertai tutor sebaya dan TAI terhadap prestasi belajar siswa pada pokok bahasan hidrokarbon; (2) pengaruh kemampuan memori terhadap prestasi belajar siswa pada pokok bahasan hidrokarbon; dan (3) interaksi antara metode pembelajaran NHT disertai tutor sebaya dan TAI dengan kemampuan memori terhadap prestasi belajar siswa pada pokok bahasan hidrokarbon.
Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2×2. Subjek penelitian adalah siswa kelas X-3 dan kelas X-5 SMA Negeri 3 Boyolali tahun pelajaran 2014/2015 yang diambil dengan teknik cluster random sampling. Teknik pengumpulan data menggunakan: (1) dokumentasi nilai ulangan tengah semester genap kelas X SMA Negeri 3 Boyolali tahun pelajaran 2014/2015; (2) instrumen tes untuk mengukur kemampuan memori dan prestasi belajar ranah kognitif; (3) angket untuk mengukur prestasi belajar ranah afektif; (4) observasi untuk mengukur prestasi belajar ranah afektif dan psikomotor. Analisis data prestasi belajar ranah kognitif dan afektif menggunakan uji statistik parametrik General Linear Model Univariate, sedangkan analisis data prestasi belajar ranah psikomotor menggunakan uji statistik non parametrik Kruskal-Wallis.
Hasil penelitian menunjukkan bahwa: (1) tidak terdapat pengaruh metode pembelajaran NHT disertai tutor sebaya dan TAI terhadap prestasi belajar ranah kognitif, afektif, dan psikomotor siswa; (2) terdapat pengaruh kemampuan memori terhadap prestasi belajar ranah kognitif siswa, di mana siswa dengan kemampuan memori tinggi memiliki prestasi lebih baik daripada siswa dengan kemampuan memori rendah, dilihat dari rataan prestasi siswa dengan kemampuan memori tinggi dan rendah berturut-turut adalah 84,32 dan 80,12, akan tetapi tidak terdapat pengaruh kemampuan memori terhadap prestasi belajar ranah afektif dan psikomotor siswa; dan (3) tidak terdapat interaksi antara metode pembelajaran NHT disertai tutor sebaya dan TAI dengan kemampuan memori terhadap prestasi belajar ranah kognitif, afektif, dan psikomotor siswa.
Kata Kunci: Numbered Heads Together, Tutor Sebaya, Team Assisted Individualization, Kemampuan Memori, Prestasi Belajar.
ABSTRACT
The goal of this research was to find out: (1) the effect of NHT accompanied with peer tutoring and TAI cooperative method toward students’ learning achievement on the hydrocarbons topic; (2) the effect of memory capability toward students’ learning achievement on the hydrocarbons topic; and (3) the interaction between NHT accompanied with peer tutoring and TAI learning method with memory capability on students’ learning achievement on the hydrocarbons topic.
This research used experimental method with the 2x2 factorial design. The subjects were students of X-3 and X-5 of SMA Negeri 3 Boyolali in 2014/2015 academic year and were taken by the random cluster sampling technique. Data collection technique were: (1) documentation of second mid semester test score of X grade students of SMA Negeri 3 Boyolali 2014/2015 academic year; (2) test instrument to measure the capability of memory and cognitive learning achievement; (3) questionnaire to measure the affective learning achievement; (4) observation to measure the affective and psychomotor learning achievement. Cognitive and affective learning achievement data analysis used parametric statistical tests, General Linier Model Univariate, while the psychomotor learning achievement data analysis used the nonparametric statistical tests of Kruskal-Wallis.
The results of the research showed that: (1) there is no effect of NHT accompanied with peer tutoring and TAI learning method on the students’ cognitive, affective, and psychomotor learning achievement; (2) there are effect of memory capability on the students’ cognitive learning achievement, where students with high memory capability had better achievement than students with low memory capability, judged from the average students’ achievement score respectively from high and low memory are 84,32 and 80,12; but there is no effect of memory capability on the students’ affective and psychomotor learning achievement; and (3) there is no interaction between NHT accompanied with peer tutoring and TAI learning method with the memory capability on the students’ cognitive, affective, and psychomotor learning achievement.
Kata Kunci: Numbered Heads Together, Peer Tutoring, Team Assisted Individualization, Memory Capability, Learning Achievement.
