Kurangnya variasi pembelajaran menyebabkan hasil belajar yang rendah pada mata pelajaran matematika. Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan hasil belajar siswa yang diajar menggunakan model pembelajaran kooperatif tipe Number Head Together (NHT) dengan model pembelajaran Student Teams Achievement Divisions (STAD) serta siswa yang diajar dengan model konvensional. Bentuk penelitian kuantitatif menggunakan metode penelitian True Experimental Design dengan model Randomized Pretest–Posttest Control Group Design. Efektivitas ditinjau dari aktivitas siswa, respon siswa dan hasil belajar yang baik. Hasil observasi aktivitas siswa kelompok NHT sebesar 83,02% dan 81,79% pada kelompok STAD. Sedangkan, hasil angket respon siswa kelompok NHT ratarata 92,59% dan kelompok STAD sebesar 85,92% siswa senang terhadap pembelajaran yang dilakukan. Serta hasil belajar kelompok NHT dengan rata-rata 86,91 dan 79,26 pada kelompok STAD dan 67,41 pada kelompok kontrol. Setelah dilakukan penelitian pada tiga kelompok ekperimen. Hasil pengujian menggunakan uji Anova satu arah sampel independen didapat Fhitung 8,258 dan Ftabel 3,11. Hasil pengujian menunjukkan nilai Fhitung > Ftabel yang artinya Ho ditolak dan Ha diterima. Sehingga kesimpulannya ada perbedaan nilai rata-rata kelompok yang diajar dengan model pembelajaran NHT dan STAD serta kelompok yang diajar dengan cara konvensional.

The lack of variation in learning causes the low learning outcomes on mathematical subjects. This study aimed at investigating the comparison of students’ achievement in which they were taught by using Number Head Together (NHT) type and Student Teams Achievement Divisions (STAD) type of cooperative learning models as well as students who were taught by conventional model. Form of quantitative research using the True Experimental Design and Randomized Pretest–Posttest Control Group Design as research model. The effectiveness was observed from students’ activity, responses, and good achievements. The observation’ result of students’ activity revealed that the NHT group were 83, 02% and 81, 79% from the STAD group. However, the result of students’ response questionnaire were around 92, 59% and 85, 92% students of experimental STAD group who were enjoyable on the learning itself. The average of students’ achievement within three circumstances as follows: 86, 91 for NHT group , 79, 26 for STAD group, and 67, 41 for control group. The findings from one objective Anova test, the independent sample were obtained that Fcount 8,258 and Ftable 3, 11. The result revealed that the value were Fcount > Ftable in which Ho was rejected and Ha was accepted. It can be concluded that there were the difference of groups’ value with NHT and STAD learning models as well as a group which was taught with conventional model.

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