Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together Materi Pokok Kalor Dan Perpindahannya Pada Peserta Didik Kelas VIIB SMP Angkasa Kupang Semester Ganjil Tahun Ajaran 2018/2019

KA’AUNI, Lusia Odilla (2018) Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together Materi Pokok Kalor Dan Perpindahannya Pada Peserta Didik Kelas VIIB SMP Angkasa Kupang Semester Ganjil Tahun Ajaran 2018/2019. Undergraduate thesis, Unika Widya Mandira.

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Abstract

The main aim of this study is to describe the result of applying the NHT type of cooperative learning model with the main topic is heat and displacement to the eighth grades student at SMP Angkasa Kupang academic year 2018/2019. Detaily, the aims of this study are (1) Describe the teacher capability in managing learning process that use the NHT type of cooperative studying model. (2) Describe the thoroughness the studying result indicator of the student in studying activity who apply the NHT type of cooperative studying model. (3) Describe thoroughness the studying result test of the students who apply the NHT type of cooperative studying model. (4) Describe response of the students who apply the NHT type of cooperative studying model. (5) Describe the cooperative skill of the students upon the studying activity that use the NHT type of cooperative studying model. The type of this research is descriptive research. The subjects of the research are the teacher (researcher) and eighth grades students at SMP Angkasa Kupang academic year 2018/2019, that are 27 student. Techniques used for collecting data are observation, test and the questionnaire. While the instruments of this research are the sheet of observation on studying management,studying result test (product, affection and psychomotor), and the sheet of students response the sheet of observation on cooperative skill,. The technique used in analyzing the research's result is quantitative, which include mean score, proportion and percentage. The results of the study showed that the teacher's ability to manage learning with the planning stage, implementation was categorized as good, the completeness of the indicators of cognitive learning outcomes were good, the completeness of the learning outcomes of students and the response of students to the implementation included in the good category.

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