The Effectiveness of Application of Numbered Head Together on Students' Mathematical Learning Motivation in View of Gender

Abstract

This study aims to determine whether the Numbered Head Together model has an influence on the motivation to learn mathematics in class X in terms of gender. The research method used is a true experimental quantitative approach with a Posttest Only Control Design research design. The posttest was in the form of a questionnaire. Data were collected from 66 students from the experimental X class and the control class through questionnaires and documentation. In addition, 13 students from class X tried out to test the validity and reliability of tests and questionnaires. Data analysis was carried out using the help of a t-test with SPSS version 21. The results showed that in group statistical tests it was known that the Numbered Head Together learning model had an effect on students' motivation to learn mathematics. This is evidenced in the control class, namely the class with male gender, the mean value is greater than the experimental class, namely the class with female gender, which means that children with male gender are more motivated to learn mathematics, as evidenced by the mean value which is greater than the gender class. female, namely 53.67. However, in testing the hypothesis using an independent sample test, it shows that there is no significant effect of the Numbered Head Together model on students' motivation to learn mathematics as shown by the sig (2-tailed) value, namely 0.969 > 0.05, which means that there is no significant effect of the Numbered model. Head Together on students' motivation to learn mathematics. From the results of this study it can be concluded that the application of the Numbered Head Together model has a positive influence on the motivation to learn mathematics in class X. This research has an important influence in increasing students' motivation in learning mathematics and helping overcome students' difficulties in understanding abstract mathematics learning material. In addition, this learning model can also increase student activity by means of collaboration between students in completing the tasks given.