PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER TERHADAP HASIL BELAJAR SISWA DALAM MEMBACA CERPEN

Abstrak

Kurangnya partisipasi aktif siswa dalam proses pembelajaran mengakibatkan hasil belajar siswa di MTs PUI Cikijing tidak sesuai dengan KKM (Kriteria Ketuntasan Minimal). Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Numbered Head Together terhadap hasil belajar siswa dalam membaca cerpen. Penelitian ini menggunakan metode kuantitatif dengan desain penelitian One Group Pretest Posttest Design. Sampel penelitiannya yaitu siswa kelas VIII.07 di MTs PUI Cikijing yang dipilih secara purposive sampling. Teknik pengumpulan data meliputi observasi, tes, dan dokumentasi. Instrumen yang digunakan dalam penelitian berupa soal pretest dan posttest berbentuk 10 soal pilihan ganda. Adapun teknik analisis datanya yaitu uji validitas instrumen, uji normalitas, dan uji hipotesis paired t-test. Hasil analisis menunjukkan adanya pengaruh signifikan model pembelajaran Numbered Head Together terhadap hasil belajar siswa dalam membaca cerpen, dibuktikan dengan nilai signifikansi (2-tailed) sebesar 0,000 > 0,05 dari uji hipotesis paired t-test. dengan demikian, Hipotesis Alternatif (H_a) diterima, menunjukkan bahwa model Numbered Head Together berpengaruh positif terhadap peningkatan hasil belajar siswa dalam membaca cerpen.

Kata kunci: numbered head together, membaca, cerpen

The lack of active participation of students in the learning process results in student learning outcomes at MTs PUI Cikijing not being by the KKM (Minimum Completeness Criteria). This research aims to describe the influence of the Numbered Head Together learning model on student learning outcomes in reading short stories. This research uses quantitative methods with a One Group Pretest Posttest research design. The research sample was students of class VIII.07 at MTs PUI Cikijing who were selected using purposive sampling. Data collection techniques include observation, tests, and documentation. The instruments used in the research were pretest and posttest questions in the form of 10 multiplechoice questions. The data analysis techniques are instrument validity testing, normality testing, and paired t-test hypothesis testing. The results of the analysis show that there is a significant influence of the Numbered Head Together learning model on student learning outcomes in reading short stories, as evidenced by the significance value (2-tailed) of 0.000 > 0.05 from the paired t-test hypothesis test. Thus, the Alternative Hypothesis (Ha) is accepted, indicating that the Numbered Head Together model has a positive effect on increasing student learning outcomes in reading short stories.

Keywords: numbered heads together, reading, short stories