NOVALIA, STEFY ERLINDA (2015) *EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT), JIGSAW II DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI DI KABUPATEN SUKOHARJO TAHUN AJARAN 2014/2015.* Masters thesis, Universitas Sebelas Maret.

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## Abstract

The objectives of this research were to find out: (1) which one gave better mathematics learning achievement among learning model NHT, Jigsaw II, or TPS, (2) which one gave better mathematics learning achievement among student with high, middle, or low emotional quotient, (3) on each learning model, which are emotional quotient that gave better mathematics learning achievement, (4) on each emotional quotient, which are learning models that gave better mathematics learning achievement. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The sample that used consists of 9 classes with a total was 250 students. This research used stratified cluster random sampling. The instruments used to collect data were mathematics achievement test and emotional quotient questionnaire. Before used for data collection, the instrument test was tried out. Balance test used unbalanced one way analysis of variance. Technique of analyzing data that used was unbalanced two ways analysis of variance. From the research, it can be concluded that: (1) Learning by using cooperative learning model of Jigsaw II and NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS, learning by using cooperative learning model of NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS. (2) Students who have high emotional quotient gave better mathematics learning achievement than students who have middle and low emotional quotient, students who have middle emotional quotient gave better mathematics learning achievement than students who have low emotional quotient, (3) On the cooperative learning model of Jigsaw II, students who have high and middle emotional quotient gave the same mathematics learning achievement, students who have high and middle emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of NHT, students who have high and middle emotional quotient gave the same mathematics learning achievement, students who have high emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient, students who have middle and low emotional quotient gave the same mathematics learning achievement. On the cooperative learning model of TPS, students who have high, middle and low emotional quotient gave the same mathematics learning achievement. (4) On the high emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement. On the middle emotional quotient, using cooperative learning model of learning by Jigsaw II and NHT gave the same mathematics learning achievement, using cooperative learning model of learning by NHT and TPS gave the same mathematics learning achievement using cooperative learning model of learning by Jigsaw II gave better mathematics learning achievement with learning by using cooperative learning model of TPS. On the low emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement. Keywords: cooperative learning model, Jigsaw II, NHT, TPS, mathematics learning achievement, emotional quotient

Item Type: | Thesis (Masters) |
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Subjects: | L Education > L Education (General) Q Science > QA Mathematics |

Divisions: | Pasca Sarjana > Magister > Pendidikan Matematika - S2 |

Depositing User: | Hartono M Asyiq |

Date Deposited: | 26 Nov 2015 07:44 |

Last Modified: | 26 Nov 2015 07:44 |

URI: | https://eprints.uns.ac.id/id/eprint/22010 |

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