PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG DIAJAR MENGGUNAKAN MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN TEAMS GAMES TOURNAMENT
Authors: Aulina Fielia , Hasibuan Eka Khairani 
Published: January 2022

<p class="Afiliasi" align="left"><strong>Abstrak:</strong></p><p>Tujuan penelitian ini adalah untuk melihat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajar menggunakan model <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>. Penelitian ini berjenis penelitian kuantitatif dengan metode eksperimen. Sampel dari penelitian ini adalah kelas X-A dan X-B dengan kelas heterogen. Hasil temuan ini menunjukkan: 1) terdapat perbedaan kemampuan pemecahan masalah matematis siswa yang diajar menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>, dengan Q<sub>hit</sub>=3,167 &gt; Q<sub>tabel</sub>=2,871; 2) terdapat perbedaan kemampuan komunikasi matematis siswa yang diajar menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em>, dengan Q<sub>hit</sub>=8,189 &gt; Q<sub>tabel</sub>=2,871; 3) terdapat perbedaan kemampuan pemecahan masalah dan komunikasi matematis siswa yang diajarkan menggunakan model pembelajaran <em>Numbered Head Together </em>dan<em> Teams Games Tournament</em> pada materi sistem persamaan linear tiga variabel, dengan F<sub>hitung</sub>=32,42 &gt; F<sub>tabel</sub>=4,12. Simpulan penelitian ini adalah kemampuan pemecahan masalah dan komunikasi matematis siswa lebih sesuai diajarkan dengan model pembelajaran <em>Numbered Head Together </em>daripada<em> Teams Games Tournament</em>.</p><p> </p><p class="Afiliasi" align="left"><strong>Kata Kunci</strong>:</p><p>Kemampuan Pemecahan Masalah, Komunikasi Matematis, Model Pembelajaran <em>Numbered Head Together, Teams Games Tournament</em></p><p class="AfiliasiCxSpFirst" align="left"><strong><em> </em></strong></p><p class="AfiliasiCxSpLast" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpLast" align="left"><strong><em></em></strong><em>The purpose of this study was to see the differences in problem solving and mathematical communication skills of students taught using the Numbered Head Together  and Teams Games Tournament  models. This research is a quantitative research by conducting experiments. The sample of this research is class X-A and X-B with heterogeneous classes. These findings indicate: 1) There are differences in students' mathematical problem solving abilities taught using the NHT and TGT learning models, with </em><em>Q<sub>hit</sub>=3,167 &gt; Q<sub>tabel</sub></em><em>=2,871; 2) There are differences in students' mathematical communication skills taught using the NHT and TGT learning models, with </em><em>Q<sub>hit</sub>=8,189 &gt; Q<sub>tabel</sub></em><em>=2,871; 3) There are differences in students' problem solving and mathematical communication skills taught using the NHT and TGT learning models on the material of the three-variable linear equation system, with </em><em>F<sub>hitung</sub>=32,42 &gt; F<sub>tabel</sub>=4,12</em><em>. The conclusion of this study explains that the problem solving ability and mathematical communication of students are more suitable to be taught using the NHT learning model than the TGT model</em></p><p class="AfiliasiCxSpFirst" align="left"> </p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p class="AfiliasiCxSpLast" align="left"><em></em><em>Problem Solving Skills, Mathematical Communication, </em><em>Numbered Head Together, Teams Games Tournament Learning</em></p>