scholarly journals UPAYA PENINGKATAN PRESTASI BELAJAR SISWA MATA PELAJARAN EKONOMI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TSTS (TWO STAY TWO STRAY) PADA SISWA KELAS X A SMA PGRI 1 MAOSPATI MAGETAN TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Sudarmiani Sudarmiani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Active Participation ◽  
Group Activities ◽  
Average Value ◽  
Self Confidence ◽  
Value Of Learning ◽  
Collection Methods

Based on initial observations  and interviews  with high school Economics teacher  PGRI  1 Maospati  Magetan  note that the average  value of the cognitive  aspects of students  in the class XA is 62. These results  indicate  that the numbers  are still low com- pared  to other  classes.  The learning  process  is commonly  carried  out using  a model  of discourse  as a whole,  namely  the delivery  of content  to students  and interspersed   ques- tions and answers.  This leads to learning  as students  tend to be passive  and less meaning- fullearning   for students.  Students  gain experience  less direct,  and less teacher  provides opportunities   as well as self- confidence  in the students  to be active  in learning.  It  also adversely  affects  the affective  aspects  of students.   Based on these problems  researchers to  make  improvements   by  implementing   cooperative   learning  model  of two  stay  two stray  ( TSTS  ). The  learning  model  involves  students  actively  in learning  activities. Pakok mind model of cooperative  learning  are two stay two stray provide  an opportunity for groups  to share  results  and information  to other  groups.  The approach  used  in this study  is a qualitative  approach  to classroom  action  research  that  consists  of 2 cycles. Research  subject  is class XA SMA PGRI  1 Maospati  Magetan  , the number  of 32 stu- dents.  Data  collection  methods  used  in this  study  is a test  of the cognitive  aspects  of economic  subjects  in the form of daily tests at the end of the cycle, and affective  aspects of the observation  sheets during the learning  process.  The results  of observations  of stu- dents'  learning  in classroom  situations  XA SMA PGRI  1 Maospati  Magetan  increased, namely:   ( 1 ) The interest  and attention  of students  in the learning process  from 67.25% to 84.60%  increased   17.35%  ( 2 ) The active  participation   of students  in asking  from 54.10%  to  68.25%  an increase  of  14.15%  ( 3 ) the active  participation   of students  in answering  / expression  from 52.22%  to 69.45%  increased   17.23% ( 4 ) the level of stu- dent  discipline  in the process  of learning  from  60.500/0 to 78.13%  17.63%  an increase. The results  of observations  III group  activities  has increased,   namely:   ( 1 ) The active participation   of students  in an opinion  from  51.58%  to 68.75%  increased   17.17%  (2) The active participation   of students  in asking from 50.60% to 66.68%  increased  16.08% (3)the active participation   of students  in answering  questions  from 53.12%  to 71.88% increased18.76% (4)   Respect  tile opinion  of friends from 55.50%  to 74.850/0 increased 19,35%  (5)   Cooperation  in completing  a task group from 60.35% to 78.25%  17.90% an increase. Another thing shown by the increased learning outcomes from 65.63 % to 84.38%. Thus there is an increase  of 18.75% .While the average  value of learning  outcomes  in the first cycle is 71 increased  to 82 in the second cycle. Learning  model  two stay two stray ( TSTS ) can improve  cognitive  and affective  aspects  of students  by providing  a learning environment  that is fun discussions,  opportunities  for students to learn actively  exchange information  with peers and materials,   conveying  the idea to friends,  submit answers and questions  discussion  of the problem,  and it requires  cooperation  within  the group.

scholarly journals Optimizing Jigsaw Type of Cooperative Learning Model to Improve Students' Mathematical Self-Confidence

2020 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Muhamad Ikhsan Sahal Guntur ◽  
Seftika Anggraini ◽  
Raden Rosnawati
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Mastery Learning ◽  
Learning Model ◽  
Female Students ◽  
Average Value ◽  
Self Confidence ◽  
Comparison Of The Results ◽  
Assessment Questionnaire ◽  
Student Confidence

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63  in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80. Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80.  

scholarly journals PENINGKATAN HASIL BELAJAR MATEMATIKA MATERI VEKTOR MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD)

2021 ◽  
Vol 1 (3) ◽  
pp. 261-273
Author(s):  
SITI RAHMATUN HAYATI
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Suitable Model ◽  
Analytical Technique ◽  
Average Value ◽  
Learning Mathematics

Learning mathematics that tends to be monotonous will cause boredom and for students. This can be seen from their enthusiasm for learning. They pay attention when the teacher provides material and sample questions, but when working on the questions, they have difficulty. Therefore, it is necessary to think about ways of presenting and learning mathematics that are suitable for students, so that students can actively participate in the learning process. The suitable model is the cooperative model. One of the cooperative models is the STAD type. In this type, the teacher provides material, which in the next group of students will be deepened further. At the time of the teacher's presentation, students must really pay attention, so that later when doing quizzes they will not experience difficulties. In the group, all students can certainly master the material being studied. students of class X MIPA 1 in the even semester of the 2019/2020 Academic Year after participating in the learning process by applying the STAD type cooperative learning model. Methods of collecting data using the method of observation and tests. The technique used in this research is descriptive analytical technique, namely quantitative data obtained from quiz results that are processed using percentage descriptions and qualitative data obtained from observations about teacher and student activities are used as the basis for describing the successful application of the STAD type cooperative learning model. Student learning outcomes from cycle I and cycle II have increased. For the first cycle the average value is 54.17. While in the second cycle the average value is 67.92. The percentage of complete learning outcomes of students in the first cycle is 37.50% and in the second cycle is 79.20%. Thus the research hypothesis is proven. The action is said to be successful if there is an increase in learning outcomes from cycle I to cycle II and the percentage of students who achieve the KKM (completed) score has reached a minimum of 75%. So this CAR is declared to have succeeded in improving student learning outcomes. ABSTRAKPembelajaran matematika yang cenderung monoton akan menyebabkan rasa bosan dan bagi peserta didik. Hal ini bisa dilihat dari antusiasme mereka mengikuti pembelajaran. Mereka perhatian ketika guru memberikan materi dan contoh soal, tetapi ketika mengerjakan soal, mereka mengalami kesulitan. Oleh karena itu, maka perlu dipikirkan cara penyajian dan suasana pembelajaran matematika yang cocok buat peserta didik, sehingga peserta didik dapat berpartisipasi aktif dalam proses pembelajaran. Model yang cocok adalah model kooperatif. Salah satu model kooperatif adalah tipe STAD. Pada tipe ini guru memberikan suatu materi, yang selanjutnya dalam kelompok peserta didik akan diperdalam lebih lanjut. Pada saat guru presentasi, peserta didik harus benar-benar memperhatikan, sehingga nantinya ketika mengerjakan kuis tidak mengalami kesulitan.Dalam kelompoknya, semua peserta didik dipastikan dapat menguasai materi yang dipelajari.Penelitian tindakan kelas ini dilakukan untuk mengetahui peningkatkan hasil belajar Matematika pada materi vektor pada peserta didik kelas X MIPA 1 semester genap Tahun Ajaran 2019/2020 setelah mengikuti proses pembelajaran dengan menerapkan model pembelajaran kooperatif tipe STAD. Metode pengumpulan data menggunakan metode observasi dan tes. Teknik yang digunakan dalam penelitian ini adalah teknik deskriptik analitik yaitu data kuantitatif yang diperoleh dari hasil kuis yang diolah dengan menggunakan deskripsi persentase dan data kualitatif yang diperoleh dari observasi tentang kegiatan guru dan peserta didik dijadikan dasar untuk mendeskripsikan keberhasilan penerapan model pembelajaran kooperatif tipe STAD. Hasil belajar peserta didik dari siklus I dan siklus II mengalami peningkatan. Untuk siklus I nilai rata-ratanya 54,17. Sedangkan pada siklus II nilai rata-ratanya 67,92. Persentase ketuntasan hasil belajar peserta didik pada siklus I sebesar 37,50% dan pada siklus II sebesar 79,20%. Dengan demikian hipotesis penelitian ini terbukti. Tindakan dikatakan berhasil jika ada peningkatan hasil belajar dari siklus I ke siklus II dan persentase peserta didik yang mencapai nilai  KKM (tuntas) sudah mencapai minimal 75%. Maka PTK ini dinyatakan telah berhasil meningkatkan hasil belajar peserta didik.

scholarly journals Peningkatan Hasil Belajar PPKn melalui Model Time Token pada Peserta Didik Kelas V SD GMIT Ende 4

2020 ◽  
Vol 1 (1) ◽  
pp. 102-115
Author(s):  
Maria Kewa ◽  
Agustinus F. Paskalino Dadi ◽  
Adi Neneng Abdullah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Research Study ◽  
Learning Model ◽  
Average Value ◽  
Kurt Lewin ◽  
Token Model ◽  
5Th Grade ◽  
Value Of Learning ◽  
Collection Methods

This research was motivated by the reality in 5th grade of SD Ende 4 GMIT which includes: 1) the low learning outcomes of PPKn caused by learning processes was not interesting, studentwere not active, and unseriousness students  in learning; 2) learning methods that tend to be teacher-centered so that students are less active in learning. The purpose of this study is to: 1) describe the application of the Time Token Learning Model in the learning implementation plan and the mechanism of its implementation in learning the PPKn at 5th grade of SD GMIT Ende 4; 2) describe the learning outcomes of students in learning PPKn in 5th grade of SD Ende 4 GMIT after applying the Time Token Learning Model. This method of research is a classroom action research study consisting of 2 cycles, where each cycle applies Action Research Design by Kurt Lewin which includes the stages of planning, implementing actions, observing and reflecting. The method of data collection methods are tests, observations, interviews and document studies. The results of this research is Time Token Model can improve the learning outcomes of PPKn on 5th grade students of SD GMIT Ende 4. This is evidenced by the average value of learning outcomes and the percentage of students completeness classical after the Time Token Model is applied. At the time of the pretest, the average value of PPKn learning outcomes was 53.57, with a classical completeness percentage is 21.43%. This result has increased in first cycle with average value is 69.64 and the percentage of classical completeness is 35.71%. In second cycle, learning outcomes average value has increased to 99, 28, with percentage of classical completeness is 100%.

scholarly journals Penerapan Model TAI untuk Meningkatkan Kemampuan Kerjasama dan Hasil Belajar Matematika Materi Barisan dan Deret Kelas IXC SMP Negeri 4 Sumbang Semester 2 Tahun Pelajaran 2017/2018

2020 ◽  
Vol 5 (2) ◽  
pp. 9
Author(s):  
Theresia Warsini
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Action Planning ◽  
Learning Model ◽  
Learning Tools ◽  
Average Value ◽  
And Mathematics

The problem that underlies this research is the lack of collaboration and mathematics learning outcomes of students of class IX C of SMP N 4 Sumbang. This can be seen if students have difficulty in understanding the material, students tend to be quiet and do not want to cooperate with friends, even though the cooperation of students is very necessary to achieve the success of teaching and learning. To create student cooperation in the learning process, a learning model is needed. One such learning model is the TAI (Teams Assisted Individualization) type of cooperative learning model, where the model is oriented towards collaboration, both mentally, attitudes, and socially. The purpose of this research is to find out the improvement of cooperation and learning outcomes in mathematics through the application of cooperative learning models in the form of sequence and series TAI material. This research is a Classroom Action Research. Learning tools, namely syllabus, lesson plans, teaching materials, and worksheets. While the research instrument is the description test and observation sheet. The subjects of the study were 22 students of the IXC class at SMPN 4 Sumbang. Data sources come from teachers and students. Data collection techniques are by observation, and tests. The study was conducted in December 2017 until April 2018. The subject and time of the study were chosen because the researcher taught in the class and the implementation time was adjusted to the lesson schedule. The research procedure begins with problem identification, action planning, implementation of actions and observations, and analysis and reflection. The results showed that the ability of student cooperation, from the first cycle the percentage of student cooperation with the category of "quite good" 27% and the category of "good" by 73% to the category of "good" 54% and the category of "very good" by 45% in the second cycle. Student learning outcomes in the first cycle obtained an average of 72.18 with a classical completeness of 59.09% and an increase in the second cycle an average value of 80.36 with a classical completeness of 81.82%. From these results it is recommended that teachers be able to clarify the process of assessing the ability of students to collaborate in the learning process, so that the implementation of learning can run smoothly. While students are advised to increase collaboration so that individual and group learning outcomes can be achieved to the maximum.

scholarly journals Implementation of Cooperative Learning Model by Greeting and Question Technique to Improve the Learning Outcomes and Activities Students in SMA 1 Bengkulu

2020 ◽  
Vol 3 (2) ◽  
pp. 66-69
Author(s):  
Habibi Hidayat ◽  
Salastri Rohiat ◽  
Amrul Bahar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Model ◽  
Average Score ◽  
Student Activity ◽  
Average Value ◽  
The Third ◽  
Chemistry Learning

Cooperative learning model is one learning model of activities and interactions between students to motivate each other and help each other in mastering subject matter to achieve maximum achievement. This research was conducted in n cycles. Each cycle is carried out by the changes to be achieved starting from initial reflection to returning to analysis and reflection. The average value of students has increased in each cycle of 50.75 in cycle 1, then increased in cycle 2 that is equal to 52.2 and cycle 3 to 72.75. teacher activity during the chemistry learning process in the classroom for each cycle using the type cooperative learning model with greeting and questions techniques continued to increase namely from an average score of 30 to 34.5 and increased very well in the cycle to 3 which is equal to 42 with good criteria while for student activity the average score of 26 to 31.5 and increased very well in the third cycle that is equal to 39 with good criteria. The conclusion is that the implementation of cooperative learning model with greeting and question techniques can improve the learning outcomes and activities of students in SMA 1 Bengkulu.

MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) SISWA KELAS VA SDN 006 KUBANG JAYA KECAMATAN SIAK HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 286
Author(s):  
Marskal Ujang
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Low Grade ◽  
Learning Problem ◽  
Average Value ◽  
The Subject ◽  
Value Of Learning

The problem of this research is of low grade student learning outcomes VA SDN 006 Kubang Jaya Kecamatan Siak Hulu. This learning problem addressed by implementing cooperative learning model numbered heads together (NHT) with the formulation of the problem: Does the implementation of cooperative learning model Numbered Heads Together (NHT) can improve learning outcomes IPS graders of VA SDN 006 Kubang Jaya Kecamatan Siak Hulu? The purpose of this research is to improve learning outcomes IPS graders of VA SDN 006 Kubang Jaya Kecamatan Siak Hulu by means of the application of cooperative learning model numbered heads together (NHT). This research is a class act performed two cycles, the subject of this research is class VA with the number of 33 students, the study was conducted with four stages: planning, implementation, observation stage, and the stage of reflection. The study states that the results of social studies students has increased. This is evidenced by the results of the first cycle of learning has increased compared to conventional learning, the average value of learning outcomes prasiklus is 50.90, the first cycle average student learning outcomes is 70.00, the second cycle increased again to 77.20, In addition completeness of students has increased in prasiklus is 8 students (25.00%), in the first cycle is 21 students (65.60%), and the second cycle increased to 29 students (90.60%). Based on the results of this study concluded that the implementation of cooperative learning model type numbered heads together (NHT) can improve learning outcomes IPS graders of VA SDN 006 Kubang Jaya Kecamatan Siak Hulu.

scholarly journals Penerapan Model Pembelajaran Tipe Kooperatif Team Assistend Individualization (TAI) untuk Meningkatkan Prestasi Belajar Siswa

2018 ◽  
Vol 9 (1) ◽  
pp. 10-17
Author(s):  
Suparti Suparti
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Positive Impact ◽  
Initial Study ◽  
Learning Model ◽  
Class Action ◽  
Average Value ◽  
School Year ◽  
Basic Competency

In learning activities there are many factors that determine learning success, not only from students, but also from the teacher and the learning methods used. Submission of boring material will make many students unmotivated in the learning process so as to make learning outcomes / learning achievements low, this also happens in SDN Kalisube Class Vl Semester I 2016/2017 school year. To increase students' motivation and learning achievement, the teacher applies and uses the Team Assisted Individualization (TAI) Cooperative learning model in the Science Basic Competency map comparing the nature of the ability to conduct heat from various objects. The study was divided into two cycles.After conducting research the results obtained by students are, in the initial study showed only 3 children or 15% of 20 students. completed learning, this is far above the established criteria that is a minimum of 90% of students completed from the total number of students, in cycle I there were 65% or 13 students who completed, cycle 2 there were 100% or 20 students who had already completed study, the average value obtained in the initial study 62 and in the first cycle increased to 75 in the second cycle an average value of 87.Judging from the acquisition of learning outcomes can be interpreted that the Learning Model Cooperative learning model Type Team Assisted Individualization (TAI) has a positive impact on the learning process. Students are more motivated to learn, more active and mastery learning increases. Thus the hypothesis that the researcher proposes in this Class action research is "proven"

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAWUNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUIKABUPATEN PELALAWAN

2016 ◽  
Vol 5 (2) ◽  
pp. 365
Author(s):  
Mohamad Suparno
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Class V ◽  
Learning Improvement ◽  
Average Value ◽  
Testing Techniques

The background of this study is the low results of social studies class V SD Negeri 010 Silikuan Hulu Kecamatan Ukui. This is evidenced by of 26 students only 11 (41.67%), which reached KKM, to research the learning improvement by implementing cooperative learning model Jigsaw. This research is a class act who do as much as two cycles. The collection of data in research adalag with the testing techniques. The study states that the implementation of cooperative learning model jigsaw can improve learning outcomes IPS, it is seen from: the average student learning outcomes which increased 20.25% from the average value of the basic score is 69.58 into 83.67 at UH the first cycle, and the average value UH second cycle increased 31.50% from the average score of 69.58 into 91.50 basis. The percentage of classical completeness achievement has been as expected. Which, on the basis of completeness klasikalnya score is 41.67% with the category is not exhaustive and the UH first cycle increased to 87.50% with the category completely, then at UH second cycle increased to 91.67% with the category completely.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

scholarly journals Improving Mathematics Learning Outcomes Through Cooperative Learning Model Type NHT In Grade VIII A Students MTS Muhammadiyah

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhamad Ruslan Layn
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Male Students ◽  
Average Score ◽  
Test Results ◽  
Average Value ◽  
Class Viii ◽  
Pythagoras Theorem

This research is a Classroom Action Research (PTK), which aims to improve the learning outcomes of mathematics through NHT type cooperative learning model in students of class VIII A MTs. Muhammadiyah conducted collaboratively between researchers and teachers of mathematics studies. In the implementation of this research, it is done by giving group worksheet and observation sheet of student activity using NHT type cooperative learning model after giving an explanation about Pythagoras Theorem material as much as two cycles that cycle I and II. After being given group worksheets then conducted the assessment includes assessment of test results of a cycle I and cycles II and group worksheet to students that is by applying learning model of cooperative learning type NHT. The subjects of this study were students of class VIII A which amounted to 20 students consisting of 15 male students and 5 female students. Techniques of collecting data in research are this observation and test. The data obtained were then analyzed. The results of the study showed that the implementation using NHT type cooperative learning model on Pythagoras Theorem material. the ability of students in solving problems on the material above has increased. With the increase of the average value of students in the first cycle was 43.45 and increased in cycle II 83.90. Improvement of student learning outcomes to mathematics learning using NHT type cooperative learning is good. This is indicated by the average value of group learning outcomes in cycle I 60.00 or being in the medium category and the average score of the learning outcomes of the group in cycle I 82.50 or in the high category. This shows the result of increased mathematics learning after conducting cooperative learning model of NHT type

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