The effect of CTL approach based on NHT learning model toward students’ motivation, science cchievement, and retention
DOI:
https://doi.org/10.22219/jpbi.v3i2.4278Keywords:
CTL, motivation, NHT, science achievement, retentionAbstract
The learning is an interaction process between students and their environment in order to improve good behavior. The results of observation which has been done in grade V SDN No. 4 Tanjung Batu showed that the students’ motivation and science achievement were low. This was becaused by the learning process which was still product oriented (based on material content), consequently, this lead to limit the learning is merely on memorizing concept activities. One of the learning approach that can be used to solve this problem is the Contextual Teaching and Learning (CTL) based on Numbered Head Together (NHT). This research aims to determine the effect of CTL based on NHT toward student’s motivation, science achievement, and retention. Subjects in this research were the students of grade V SDN No. 4 Tanjung Batu. This research is a quasi-experimental using post-test only control design. The data obtained were analyzed by using descriptive and inferential statistical analysis. The research instruments were observation sheets and written test. The results showed that there was significant effect of CTL based on NHT toward students’ motivation, science achievement, and retention. It can be seen from the independent sample t-test results which showed significant value less than 0.05.
Downloads
References
Anderson, O. W. & Krathwohl, D. R., (2001). A taxonomy for learning, teaching, and assessing (A revision of Bloom’s taxonomy of educational objectives). New York, US: Addision Wesley Longman, Inc.
Arikunto. S. (2013). Dasar-dasar evaluasi pendidikan. Jakarta, Indonesia: Bumi Aksara.
Crosling, G. & Heagney, M. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities Review, 51(2), 9-18.
Fausan, M. M. (2016). Penerapan model pembelajaran NHT dalam setting model pembelajaran STAD. Jurnal Pendidikan Biologi Indonesia, 2(2), 154-160.
Hanafiah. (2009). Konsep strategi pembelajaran. Bandung, Indonesia: Refika Aditama.
Hill, W. F. (2011). Teori-teori pembelajaran: Konsepsi, komprasi dan singnifikansi. Terjemahan oleh Khozim, M. Bandung Indonesia: Nusa Media.
Irwandi. (2013). Pengaruh pendekatan kontekstual terhadap hasil belajar biologi siswa SMA. Jurnal Ilmu Pendidikan, 19(1), 100-105.
Jariyah, I. A. (2017). The effect of inquiry combined science-technology-society (STS) learning to enhance critical thinking skills on science. Jurnal Pendidikan Biologi Indonesia, 3(1), 1-9.
Johnson, E. B. (2002). Contextual teaching and learning. Thousand Oaks, California, US: Corwin Press, Inc.
Munawaroh. (2015). The comparative study between the cooperative learning model of numbered heads together (NHT) and student team achievement division (STAD) to the learning achievement in social subject. IOSR Journal of Research & Method in Education, 5(1), 24-33.
Pujiastuti, I. P. (2016). Penerapan integrasi model pembelajaran goup investigation (GI) dan inkuiri terbimbing berbasis lesson study. Jurnal Saintifik. 2(1), 54-60.
Pradnyani. (2013). Pengaruh model pembelajaran numbered head together terhadap prestasi belajar matematika ditinjau dari kebiasaan belajar di SD. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Jurusan Pendidikan Dasar, 3(1), 1-11.
Prayitno, B. A. (2011). Pengembangan perangkat pembelajaran IPA Biologi SMP berbasis inkuiri terbimbing dipadu kooperatif STAD serta pengaruhnya terhadap kemampuan berpikir tingkat tinggi, metakognisi, dan keterampilan proses sains pada siswa berkemampuan akademik atas dan bawah. Disertasi tidak diterbitkan. Malang, Indonesia: PPs Universitas Negeri Malang.
Sanjaya, W. (2009). Kurikulum dan pembelajaran. Jakarta, Indonesia: Kencana.
Sunandar. (2009). Pembelajaran contextual teaching and learning (CTL) dan hasil belajar matematika siswa sekolah dasar. Jurnal Ilmu Pendidikan, 16(1), 59-68.
Supena, I. W. (2010). Pengaruh model pembelajaran kooperatif numbered head together terhadap hasil belajar IPS ditinjau dari motivasi belajar peserta didik kelas VIII SMP Negeri 2 Banjarangkan. Tesis tidak diterbitkan. Singaraja Bali, Indonesia: Program Pascasarjana UNDIKSHA.
Ward, H. (2010). Pengajaran sains berdasarkan cara kerja otak. Terjemahan Oleh Endah Sulistyowati dan Agus Suprapto. Jakarta, Indonesia: Indeks.
Downloads
Published
Issue
Section
License
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.