THE EFFECTS OF COOPERATIVE LEARNING STRUCTURES AND PRIOR udKNOWLEDGE TOWARD THE LEARNING OUTCOMES OF udUNDERSTANDING AND APPLICATION OF PHYSICS CONCEPTS FOR THE udSTUDENTS OF MATHEMATICS EDUCATION DEPARTMENT

摘要

The background of this research relates to a current problem faced by the teacher andudstudents of Mathematics Education Depatment, in which the quality of learning process and udthe results were still not optimal. Learning basically has the social aspect, therefore it needs udinstructional design which can give the opportunity for the students to do the social, udinterpersonal interaction and increase the academic ability. The cooperative learning of udNumbered Heads Together (NHT) and Think-Pair-Share (TPS) are cooperative learning udstructure that can be used to teach the academic content and social skills. The purpose of udthis research were to examine the main effects and interaction effects of cooperative udlearning structure and the level of prior knowledge on learning outcomes of understanding udand application of physics concepts for the students of Mathematics Education UNIROWudTuban. Experimental design which was used was quasi experiment pretest-posttest udnonequivalent control group design. The technique of data analysis which was used was 2 x ud2 factorial MANOVA. The results of the research showed that: (1) learning outcomes of udunderstanding and application of physics concepts Mathematics Education students udbetween NHT and TPS cooperative groups did not differ significantly , (2) learning udoutcomes of understanding and application of physics concepts of Mathematics Education udstudents between groups of students with high prior knowledge and low prior knowledge uddiffered significantly, (3) there were interaction effects between the cooperative learningudstructure and the level of prior knowledge on learning outcomes of understanding and udapplication of physics concepts for the Mathematics Education students.