CHAPTER I

INTRODUCTION

A. Background

Education in schools automatically requires a learning processes.

Intrinsically, learning is relate to how to build a good interaction between

two components that are teachers and students. Good interaction can be

described by a situation when teacher can make the student learn easily

and pushed to learn that material.

According to Jumi Lee and Jeannine Tuner in journal (Leonie

Rowan, Parlo Singh and Jeanne Allen, 2017: 210) “…little is known about

the extent to which pre-service teachers’ future goals for becoming a

teacher may motivate them to develop deep and extensive knowledge for

their future careers”. In this case, teacher must have skill about how to be

motivator for student because in the learning process teacher must be able

to be motivator so that student want to learn. The ongoing learning process

in classroom is normally supposed to be controlled by the teacher. Teacher

are expected to create conducive classroom and it can be create if students’

behavior aims at the learning activity, for instance, the student is actively

involved in the activity and the student do not disturb the activity in

classroom. Priyanti, Lestari, and Samidi (2013: 30) explain about the

uninteresting and boring lesson can make the student feel bored. Teacher

as an educator are demined to be able to find and make an active learning

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process, creative, effective and fun to help the student achieve the best

learning achievement.

Based on the experience obtained by the researcher when the

researcher conducted the observation activity of Teacher Training I in

2015 at Junior High School 3 Sungguminasa and Teacher Training II in

2016 at Junior High School 1 Pallangga, the researcher found some

problem of student behavior in class which are: 1) Some students were

busy playing, telling stories that are not related to the lesson and there is

that fall asleep while the teacher explaining the material described is not

interesting, 2) No student wanted to ask the teacher because the students

did not understand the material explained by teacher, 3) When the teacher

asked the students, no one could answer that question because students

tend to be afraid to answer, if the student answered with the wrong answer

then the student will be considered not paying attention to the teacher’s

explanations. Such learning process can make student inactive in learning

activities. This case can make their motivation decline in the learning of

mathematics. Another problem that still appears is the use of unsuitable

learning model applied by teacher. The teacher is not creative in teaching

math in school.

From on the description we can know about the learning model

used by teacher give influence the learning achievement of the student.

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(2010: 25) says that the learning model is a reference of learning approach

including the objective, syntax, environment and management system.

The problems above can anticipated with an appropriate learning

model. An appropriate learning model can improve motivation and

learning achievement of student. One way that can be used is Cooperative

Learning Model. Huda in Journal (Ikram, 2015) said Cooperative Learning

refers to a model of learning in which learners work together in small

groups and help each other in learning. Cooperative learning generally

involves groups of 4 students with different abilities.

Selection of the right learning model will make it easier for

students to understand the lesson. One model of learning that can improve

learning achievement and student’s motivation to learn mathematics is a

Course Review Horay (CRH) type of Cooperative Learning Model.

Course Review Horay (CRH) type of Cooperative Learning Model is a

learning model by testing student understanding using a question where

the answer are written on some cards or boxes completed with number and

for student or group who get the correct answer must say “HORAY!”.

According to research by Kasna, Sudhita, and Rati (2015) in journal

(Nadia Devina Arya Putri, Abdul Salim, Sunardi, 2017: 33) “Which

reveals CRH method has positive impact in student learning completeness.

The result found that student pay more attention when the lesson was

lasting, learning condition was more conducive, and student’s learning

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enthusiasm increased”. This model can make activity of student more

diverse and meaningful.

In addition to Course Review Horay (CRH) type of cooperative

learning model, other learning models that can improve learning

achievement and learning motivation is Numbered Head Together (NHT).

Numbered Head Together (NHT) teaches students to work together in

groups so that each member of the group understands with the work, so

that the students feel themselves should be actively involved in the

learning process.

Based on description, the researcher will to do research with

applying CRH and NHT type of cooperative learning model with title

“Influence Learning Model to Mathematics Learning Achievement Based

on Student Learning Motivation”.

B. Problem Formulation

Based on background above so the formulation of problem in this research

are:

1. Is there any influence of learning interaction with student mathematics

learning motivation to student mathematics learning achievement?

2. Is there any different student mathematics learning achievement with

uses of Course Review Horay (CRH) and Numbered Head Together

(NHT) cooperative learning model for students who are high category

learning motivation?
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3. Is there any different student mathematics learning achievement with

uses of Course Review Horay (CRH) and Numbered Head Together

(NHT) cooperative learning model for students who are low category

learning motivation?

C. Research Objective

Based on formulation of problem above, so the objective that will achieve

in this research is:

1. To know there is influence of learning interaction with student

mathematics learning motivation to student mathematics learning

achievement

2. To know there is different student mathematics learning achievement

with uses of Course Review Horay (CRH) and Numbered Head

Together (NHT) cooperative learning model for student who are high

category learning motivation

3. To know there is different student mathematics learning achievement

with uses of Course Review Horay (CRH) and Numbered Head

Together (NHT) cooperative learning model for student who are low

category learning motivation

D. Research Benefits
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The expected benefits in this research are:

1. Theoretical Benefits

a. As an information in develop the knowledge on Course Review

Horay (CRH) and Numbered Head Together (NHT) type of

cooperative learning model in mathematics learning

b. As a reference for the related research

c. As a reference to development motivation of student in education.

2. Practical Benefits

a. For School

Information to increase perception and experience in learning

process to upgrade learning achievement of student

b. For Student

To help student to find a fun way to learn and train student to be

more creative

c. For Researcher

Made as comparison and consideration, especially those

interested to develop this research.

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