Studying Natural Science in Elementary School Using NOS-Oriented Cooperative Learning Model with the NHT Type

D. P. Parmiti,G. Artawan,I. W. Widiana,F. Fahrurrozi,J. Hellman,I. N. Jampel

doi:10.15294/jpii.v7i2.9863

Abstract

Elementary school students’ achievement in natural science in the academic year of 2015/2016 at Cluster V, Buleleng regency, Bali province was considerably low. An early observation also revealed low motivation, negative attitudes towards teachers, low self-esteem and low confidence in self-capability. Therefore, a breakthrough approach was urgently required to improve the students' performance in natural science learning. The current article aimed at investigating the effects of the (Nature of Science) NOS-oriented cooperative learning model with the Numbered Head Together (NHT) on the elementary school students’ achievement in natural science. The study was a quasi-experimental research adopting the post-test only control group design. The research conducted in elementary schools in Cluster V Buleleng sub-district, Buleleng regency, Bali, Indonesia. The research subject was 137 students in Grade 5 consisting of six classes from 5 elementary schools. The hypothesis was examined using an inferential statistics, the t-test. The results showed that there was a significant difference in the learning results of natural science between the students taught with the NOS-oriented cooperative learning model with the NHT type and those with the conventional learning model (t count = 7,048 >t table = 2,000). The students taught with the NOS-oriented constructive learning model with the NHT type achieved better than those with the conventional learning model. Therefore, it concluded that the NOS-oriented cooperative learning model with the NHT type gave positive effects on the fifth year students’ achievement in natural science learning.

Highlights

The learning process implements in an interactive, inspirational, pleasing, challenging, and motivating style that facilitates students to take parts in the process actively and to give enough opportunities for the students’ initiative, creativity, and autonomy in line with their talents, interests and their physical and psychological development
This research found that the experimental group after being treated with the NOS-oriented cooperative learning model with the Numbered Head Together (NHT) type, 58.62% students got the scores under the high and very high categories, 37.93% students were under the moderate category, 6.90% under the ‘low’ and ‘very low’ categories
It is interpreted that there was a significant difference in the achievement between the group of students taught using the NOS-oriented cooperative learning model with the NHT type in the natural science subject and those taught using the conventional learning model in the students grade V, in the odd semester in the academic year of 2012/2013 in elementary schools in Cluster V, Buleleng sub-district, Buleleng regency

Summary

INTRODUCTION

The learning process implements in an interactive, inspirational, pleasing, challenging, and motivating style that facilitates students to take parts in the process actively and to give enough opportunities for the students’ initiative, creativity, and autonomy in line with their talents, interests and their physical and psychological development. To solve the weaknesses of such competitive and teacher-centered learnings as found in Cluster V Buleleng sub-district, Slavin (1994) suggests a learning setting with collaborative aspect namely cooperative learning model It is parallel with the characteristic of the learning of natural science at school: the learning aims to help students study the main concepts and principles and apply them to solve any problems through various experiments/practices (Logman et al, 2012; Liu et al.,2009). It is expected that these research results would contribute to the development of the learning process in the field of natural science that has been achieved dealing with the application of the NOSoriented cooperative learning model with the NHT type in elementary school

METHODS

RESULTS AND DISCUSSION

Conclusion

CONCLUSION