The Influence of Numbered Head Together (NHT) Learning Model on Mathematical Problem Solving Ability Viewed from Student’s Learning Motivation

DOI

10.2991/assehr.k.211211.035How to use a DOI?

Keywords

Numbered Head Together; Motivation; Learning Outcomes

Abstract

This study aims to describe and analyze: (1) the effect of the interaction of the Numbered Head Together (NHT) learning model with learning motivation on mathematics learning outcomes, (2) For students with high learning motivation, is there any difference in mathematics learning outcomes between students who NHT teaches and direct instruction, (3) For students with high learning motivation, is there a difference in mathematics learning outcomes between students taught by NHT and direct instruction. This is quasi-experimental research. The population in this study were all eighth-grade students of Junior High School 3 Sungguminasa. The research sample consisted of one class for applying the NHT model and one class for the direct instruction model. The sampling technique used was cluster double random sampling. Data were collected using questionnaires, observations, and tests. The data analysis techniques used were descriptive and inferential analysis. The results of the analysis show: (1) there is no influence of the interaction of learning models with learning motivation towards mathematics learning outcomes of students, (2) For students with high learning motivation, there are differences in mathematics learning outcomes of them taught by NHT and direct instruction (81.66 > 72.22), (3) For students with low learning motivation, there are differences in mathematics learning outcomes of them taught by NHT and direct learning (78.88 > 74.44).

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Rostina Mansyur
AU  - Muh. Darwis
AU  - Bernard
PY  - 2021
DA  - 2021/12/13
TI  - The Influence of Numbered Head Together (NHT) Learning Model on Mathematical Problem Solving Ability Viewed from Student’s Learning Motivation
BT  - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021)
PB  - Atlantis Press
SP  - 207
EP  - 213
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211211.035
DO  - 10.2991/assehr.k.211211.035
ID  - Mansyur2021
ER  -