PENGARUH MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN ADVERSITY QUOTIENT TERHADAP PRESTASI BELAJAR MATA PELAJARAN MESIN KONVERSI ENERGI

Abstract

The Effect of Numbered Heads Together (NHT) Learning Model and Ad­ver­si­­ty Quotients on Learning Achievement  in Energy Convertion Machine Lessons. The pur­­­pose this research was to examine the significant difference on learning achie­­ve­­­­ment bet­ween students who learnt using NHT learning mo­del and con­ven­tio­nal learning model that con­si­dered students’ adversity quotient along with its in­ter­ac­ti­on. This study used a quasi ex­perimental research design with non-equivalent con­­trol gro­­­up de­sign me­thodand were analyzed using two way ANOVA. The  results of this stu­dy: (1) there was sig­­­ni­fi­can­t difference on learn­ing achievement bet­ween stu­dents that were treated using NHT learning mo­­del and con­v­en­tio­nal learning mo­del and the significant value was 0.01; (2) there was sig­ni­fi­can­­­t dif­fe­rence on learn­­­ing ac­­hievement between high adversity quotient and low adversity quotient stu­dents and the significant value was 0.02; and (3) there was no sig­ni­fi­can­t in­ter­ac­ti­on bet­ween learn­­­­ing model and adversity quotient and the sig­ni­fi­cant  value was 0.31.

Penelitian ini bertujuan untuk menguji signifikansi perbedaan prestasi bel­ajar  antara siswa yang belajar menggunakan model pembelajaran NHT dan yang meng­­­gunakan pembelajaran konvensional de­ngan mem­­per­tim­bangkan adversity quo­tient siswa, serta interaksinya. Rancangan pe­ne­­li­ti­an­­ ada­l­ah eksperimen semu de­ngan metode non-equivalent control group de­­sign dan di­ana­lisis dengan analisis va­rians dua jalur. Hasil pe­ne­li­ti­­an: (1) ter­dapat perbedaan prestasi belajar yang sig­­ni­fi­kan an­ta­ra siswa yang di­ke­­­nai model pem­belajaran NHT dan kon­ven­sio­­nal de­ngan ni­lai sig­nifikansi 0,01; (2) ter­dapat perbedaan prestasi belajar yang sig­­­nifikan an­tara siswa yang memiliki ad­ver­sity quotient tinggi dan rendah dengan ni­lai signifikansi 0,02; dan (3) tidak  ter­da­­­­pat  interaksi  yang  signifikan  antara  model  pem­belajaran  dan ad­­versity quotient terhadap prestasi bel­ajar dengan nilai sig­ni­fi­kan­si 0,31.