Perbandingan Model Numbered Heads Together (NHT) Dan Model Jigsaw Learning Terhadap Kemampuan Pemahaman Konsep Matematis
Keywords:
: Jigsaw Learning Model; Mathematical Concept Understanding Ability; Numbered Heads Together (NHT) Model.Abstract
This research is motivated by the low ability to understand mathematical concepts of class X students of SMAN 1 Batusangkar. Students have difficulty re-explaining the material, do not understand the use of formulas, and learning is less varied. To overcome this, the Numbered Heads Together (NHT) and Jigsaw Learning learning models are used to improve understanding of mathematical concepts. The purpose of this study is to determine whether the improvement in understanding of mathematical concepts of students taught using the Jigsaw Learning model is better than the improvement in understanding of mathematical concepts of students taught using the Numbered Heads Together (NHT) learning model. This study uses a quantitative method with a Quasi Experimental design of the Pretest-Posttest Control Group Design type. The study population was all class X students of the 2024/2025 academic year, with a simple random sampling technique. The instrument used was a mathematical concept understanding test. The results of data analysis using the t-test showed that the Jigsaw Learning model provided better improvement than NHT
References
Andi, D. (2018). Metodologi Penelitian. In Proceedings of the National Academy of Sciences. Gunadarma Ilmu. http://dx.doi.org/10.1016/j.bpj.2015.06.056%0Ahttps://academic.oup.com/bioinformatics/article-abstract/34/13/2201/4852827%0Ainternal-pdf://semisupervised-3254828305/semisupervised.ppt%0Ahttp://dx.doi.org/10.1016/j.str.2013.02.005%0Ahttp://dx.doi.org/10.10
Asri, F. M., Ruslan, R., & Asdar, A. (2020). Deskripsi Pemahaman Konsep Matematika Siswa Ditinjau dari Intensitas Penggunaan E-Learning Quipper Video. Issues in Mathematics Education (IMED), 3(2), 148. https://doi.org/10.35580/imed11051
Elza NoraYuliana, D. (2018). Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMPN 1 Kuok Melalui ModelPembelejaran Kooperatif Tipe Group INVESTIGATION. Jurnal Cendekia : Jurnal Pendidikan Matematika, 2 No 2, 91–100.
Fadly, W. (2022). Model-model Pembelajaran untuk Implementasi Kurikulum Merdeka. Bening Pustaka.
Harum, D. (2019). Model Pembelajaran Kooperatif Tipe Numbered Haed Together untuk Meningkatkan Pemahaman Konsep Matematis Peserta Didik. Edukasi Dan Penelitian Matematika, 9 No.3.
Kustantina. (2023). Model Pembelajaran Jigsaw dan STAD Terhadap Pencapaian Karakter dan Kemampuan Numerasi Siswa. Cahya Ghani Recovery.
Lubis, N. A. (2014). Pembelajaran Kooperatif Tipe JIGSAW. As-Salam, 1(1), 67–84.
Miratul Munawwaroh, & Septi Gumiandari. (2025). Tinjauan Pustaka Perbandingan Efektivitas Metode Jigsaw Learning dan Numbered Heads Together terhadap Hasil Belajar Siswa. Aliansi: Jurnal Hukum, Pendidikan Dan Sosial Humaniora, 2(1), 274–286. https://doi.org/10.62383/aliansi.v2i1.764
Palupi, D. I., Rahmani, E., Yusnita, E., Pertiwi, H., Gustina, H., & Priyanti, N. (2022). Mengenal Model Kooperatif Numbered Head Together (NHT) Untuk Pembelajaran Anak Usia Dini. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(1), 21–28. https://doi.org/10.62775/edukasia.v4i1.89
Pusvita, C. (2019). Penerapan Model Pembelajaran Kooperatif tipe Jigsaw dalam Meningkatkan Pemahaman Matematika Siswa SD kelas V. Of Elementary Education, 02 Number.
Ruqoyyah, S. (2020). Kemampuan Pemahaman Konsep dan Resiliensi Matematike dengn VBA Microsoft Excel. Purwakarta CV.
Saputri, L. (2020). Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Kemampuan Pemahaman Konsep Matematis. Serunai Matematika, 12 No 1.
Sholeh, I. (2016). Efektivitas Model Pembelajaran Kooperativ Tipe Jigsaw dan Numbered Heads Together ( NHT ) Ditinjau dari Prestasi Belajar IPS Kelas VI SD. Prodi. PGSD, FKIP, Universitas PGRI Yogyakarta.
Suryani. (2019). Analisis Pemahaman Konsep? Two-tier Test Sebagai Alternatif. CV Pilar Nusantara.
Tristiyanti, T., & Afriansyah, E. A. (2017). Kemampuan Pemecahan Masalah Matematis Siswa Melalui Model Pembelajaran Kooperatif Tipe Diskursus Multi Representasi Dan Reciprocal Learning. JURNAL SILOGISME : Kajian Ilmu Matematika Dan Pembelajarannya, 1(2), 4. https://doi.org/10.24269/js.v1i2.269
