Mathematical problem-solving ability: The effect of numbered head together (NHT) model and mathematical prior knowledge
DOI:
https://doi.org/10.58524/jasme.v1i2.53Keywords:
Number Head Together Model, Mathematical Problem-Solving, Mathematical Prior KnowledgeAbstract
This study aimed to determine the effect of the NHT (Numbered Head Together) cooperative learning model on mathematical problem-solving abilities in terms of students' mathematical prior knowledge. The researchers employed quasi-experimental research and collected the mathematical problem-solving data using a description test. At the same time, the researchers investigated students’ mathematical prior knowledge using the mid-semester examination (UTS) scores. The hypothesis was tested using the two-way ANOVA with unequal cells. The results showed that the NHT learning model provided better problem-solving skills than the direct learning model. The category of students' prior knowledge also affected their mathematical problem-solving abilities. Therefore, teachers should pay attention to the prior knowledge possessed by students so that an appropriate learning model can be selected.
References
Abdullah, A. S. (2017). Ethnomathematics in perspective of sundanese culture. Journal on Mathematics Education, 8(1), 1–16.
Aini, I. N. (2018). Analisis kemampuan berpikir kreatif matematis siswa berdasarkan pengetahuan awal matematis. Prima: Jurnal Pendidikan Matematika, 2(1), 57–66.
Erawati, N. K., Parmithi, N. N., & Purnamawati, N. P. W. (2021). Pengaruh model pembelajaran kooperatif tipe numbered head together terhadap kemampuan pemecahan masalah dengan mengontrol kecerdasan emosional. Emasains: Jurnal Edukasi Matematika Dan Sains, 10(1), 1–78.
Hasanah, Z. (2021). Model pembelajaran kooperatif dalam menumbuhkan keaktifan belajar siswa. Irsyaduna: Jurnal Studi Kemahasiswaaan, 1(1), 1–13.
Kadir, K. (2017). Penggunaan konteks dan pengetahuan awal matematika dalam pembelajaran keterampilan berpikir kreatif siswa. Jurnal Pendidikan Matematika, 5(1), 52–66.
Kusuma, A. P., & Maskuroh, M. (2018). The differences of mathematics learning outcomes between think pair share (TPS) and number heads together (NHT). Al-Jabar: Jurnal Pendidikan Matematika, 9(1), 19–24.
Lestari, K. E., & Yudhanegara, M. R. (2015). Penelitian pendidikan matematika. Bandung: PT Refika Aditama, 2(3).
Maman, M., & Rajab, A. A. (2016). The implementation of cooperative learning model" number heads together"(“NHT”) in improving the students’ ability in reading comprehension. International Journal of Evaluation and Research in Education, 5(2), 174–180.
Muliandari, P. T. V. (2019). Pengaruh model pembelajaran kooperatif tipe NHT (numbered head together) terhadap hasil belajar matematika. International Journal of Elementary Education, 3(2), 132–140.
Mustami, M. K., & Safitri, D. (2018). The effects of numbered heads together-assurance relevance interest assessment satisfaction on students’ motivation. International Journal of Instruction, 11(3), 123–134.
Nengsih, L. W., Susiswo, S., & Sa’dijah, C. (2018). Kemampuan pemecahan masalah matematika siswa sekolah dasar dengan gaya kognitif field dependent. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(2), 143–148.
Pamungkas, A. S., Setiani, Y., & Pujiastuti, H. (2017). Peranan pengetahuan awal dan self esteem matematis terhadap kemampuan berpikir logis mahasiswa. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(1), 61–68.
Pramesti, S. L. D., & Rini, J. (2019). Analisis kemampuan pemecahan masalah peserta didik berdasarkan strategi polya pada model pembelajaran problem based learning berbasis hands on activity. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 3(2), 223–236.
Pratiwi, I. (2019). Improving students’ learning with NHT model of teaching in natural science courses. International Journal of Trends in Mathematics Education Research, 2(3), 153–156.
Putra, F. G. (2017). Eksperimentasi pendekatan kontekstual berbantuan hands on activity (HoA) terhadap kemampuan pemecahan masalah matematik. Al-Jabar: Jurnal Pendidikan Matematika, 8(1), 73–80.
Riansyah, M., Hardianti, D., & Asyhara, S. A. (2020). Pengaruh model pembelajaran koperatif tipe NHT terhadap kemampuan pemecahan masalah matematis siswa. Hipotenusa Journal of Research Mathematics Education (HJRME), 3(1), 81–90.
Suparmi, S. (2012). Pembelajaran kooperatif dalam pendidikan multikultural. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 1(1), 108–118.
Sutipnyo, B., & Mosik, M. (2018). The use of numbered heads together (NHT) learning model with science, environment, technology, society (SETS) approach to improve student learning motivation of senior high school. Jurnal Pendidikan Fisika Indonesia, 14(1), 26–31.
Wulandari, P., Mujib, M., & Putra, F. G. (2016). Pengaruh model pembelajaran investigasi kelompok berbantuan perangkat lunak MAPLE terhadap kemampuan pemecahan masalah matematis. Al-Jabar: Jurnal Pendidikan Matematika, 7(1), 101–106.
Downloads
Published
Issue
Section
License
Authors who publish with Journal of Advanced Sciences and Mathematics Education agree to the following terms:
- 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 (CC BY-SA 4.0) 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).
Journal of Advanced Sciences and Mathematics Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
