THE EFFECT OF NUMBERED HEAD TOGETHER (NHT ) COOPERATIVE LEARNING MODEL AND LEARNING MOTIVATION ON SOCIAL STUDIES LEARNING OUTCOMES FOR GRADE VII STUDENTS OF SMP 40 PADANG

This study aims to implement the Numbered Head Togerher (NHT) type of cooperative learning model in social studies subjects for grade VII students of SMPN 40 Padang. This research is an experimental research. Research instruments in the form of tests and questionnaires. Data analysis techniques using ANOVA. The results showed (1) student learning outcomes applied to the NHT type cooperative model were higher than student learning outcomes with conventional methods at SMPN 40 Padang. (2) The learning outcomes of students who have high motivation to learn are higher using NHT type cooperative learning models than students who have low motivation with conventional methods. (3) The learning outcomes of students who have lower learning motivation are higher using conventional learning models higher than using NHT learning models. (4) there is an interaction between the use of the Numbered Head Together (NHT) type of cooperative learning model and motivation in influencing student learning outcomes in social studies subjects in class VII SMPN 40 Padang.


INTRODUCTION
Education has become the initial foundation of man through life, Education is held in principle in a democratic, open, civilized, and empowering way, building progress, developing creativity, building a culture of reading, writing, counting all components of education (Depdiknas, 2003). Humans in meeting their educational International Journal of Educational Dynamics  Desember 2019 p_ISSN 2655-4852 e_ISSN 2655 needs can be through formal, non-formal, and informal channels. In connection with meeting the formal needs can be pursued through learning activities at school.
According to Law No. 20 of 2003 formal education is defined as a structured and tiered education pathway consisting of basic education, secondary education and higher education. One of the subjects provided in formal education is Social Sciences (IPS) which is given starting from elementary / MI / SDLB to high school / MA. For elementary / MI level, organizing subject matter uses an integrated approach (integreted), meaning that the subject matter is developed and compiled not referring to aspects of real life (factual / real) learners according to the characteristics of age, the level of thought development, and behavior and behavior habits. In the Permendiknas document it is found that the IPS examines a series of events, facts, concepts, and generalizations related to social issues. At the level of social studies in elementary / MI and junior high schools including Geography, History, Sociology, and Economics.
Through social subjects students are directed to become citizens of Indonesia who are democratic, responsible, and citizens of a peaceful world.
From preliminary observations made by researchers on April 10, 2019 at SMPN 40 Padang, researchers found social studies teachers in providing material using only lecture and question and answer methods without using the learning models recommended in the 2013 curriculum. The learning process carried out using the method lectures cause students to become bored and not listen to the learning material delivered by the teacher, so that it is identified that students' motivation in the learning process is still low. Based on interviews with teachers in the field of social studies explained that the new curriculum K13 is used in class VII, while teachers are still accustomed to using conventional learning models. Social studies subjects contain a lot of learning material that requires students to be able to understand it, the tendency of teachers to explain the material using conventional learning models in social studies subjects in the form of lectures and questions and answers causes students to be less interested and passive so learning feels boring.
The low student learning outcomes in social studies are due to the fact that teachers are more likely to use conventional learning models, so students are less enthusiastic during the learning process. The conventional learning process carried out by the field of study teacher causes students not to be involved in the learning process, students only receive more presentation of the material provided by the teacher, even students are less trained to develop ideas in solving a problem, the intensity of student learning is still too low, as well as limited (minimal) student involvement, this causes students not to be motivated in the learning process.
The application of various learning methods is needed as a solution to overcome these problems, one alternative problem solving is done by applying the learning method through the cooperative learning model of numbered head together (NHT) which requires students to be active, creative, and practice their abilities. to work together, be independent, and improve their ability to think highly. Isjoni (2010: 13) argues that some experts claim that cooperative learning models are not only superior in helping students understand difficult concepts, but are also very useful for developing critical thinking skills, working together, and helping friends.
The learning model koopera tif NHT is one type of cooperative learning that emphasize the specific structures that are designed to improve students' interaction patterns and has the goal of improving academic mastery. This type was developed by Kagen in Ibrahim (2000) by supporting students in examining the material covered in the lesson and examining their understanding of the content of the lesson. In addition, the cooperative learning model type Numbered head together (NHT) also provides opportunities for students to develop their Thinking Ability, and communicate the ability of students to both individuals and groups to develop that can improve student learning outcomes in terms of affective, cognitive abilities and psychomotor to achieve learning goals.

RESULTS AND DISCUSSION
From the results of the study for the level of confidence α = 0.05 shows that the calculated L value for all groups is smaller than Interaction and significance of the main influence between the learning model and learning motivation in the analysis of variance above, the test is continued by using the Turkay test between pairs of data to determine which group average is higher between the two data sets paired.