Modification of Numbered Heads Together (NHT) Type of Learning Model with Task and Forced Instructional Strategies on Student Mathematical Reasoning Abilities

Abstract

This research was conducted to determine the effect of Numbered Heads Together (NHT) learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical reasoning ability is the ability to use reasoning in concluding, proving, constructing new ideas, and solving mathematical problems that need to be possessed by each student. The method used in this study is a quasi-experimental method with a posttest-only research design. Sampling in this study uses purposive sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP Setia Negara and SMP Gelora Depok. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using the calculation of chi-square test, Fisher test, and hypothesis testing. The results of data analysis showed that the average value of students who learned using the Numbered Heads Together (NHT) learning model with higher task and forced strategies compared to the average value of students who learned using discovery learning models. Based on the results of hypothesis testing it is shown that there is an effect of the Numbered Heads Together (NHT) learning model with task learning strategies and forced on mathematical reasoning.

Keywords

• numbered heads together (nht)
• task and forced instructional strategy
• mathematical reasoning ability