Penelitian ini bertujuan untuk mengetahui adakah pengaruh model pembelajaran kooperatif tipe Auditory Intellectually Repetition terhadap motivasi belajar dan hasil belajar pada pelajaran matematika kelas V SDN Tayuwetan 01 Kabupaten Pati. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan model desain Quasi Eksperimental Control Group Desian jenis Nonequivalen Control Group Design. Penelitian ini dilakasanakan di SDN Tayuwetan 01 pada siswa kelas V yang berjumlah 64 siswa. Instrumen yang digunakan adalah lembar tes hasil belajar dan lembar angket motivasi belajar siswa. Berdasarkan pengujian uji t dua sampel independent diperoleh data posttest diperoleh nilai thitung = 5,876 ? ttabel =1,999, maka Ho ditolak. Sehingga dapat disimpulkan pembelajaran matematika menggunakan model pembelajaran kooperatif tipe Auditory Intellectually Repetition (AIR) berpengaruh secara signifikan terhadap hasil belajar matematika siswa kelas V SDN Tayuwetan 01 Kabupaten Pati. Sedangkan pada motivasi belajar pengujian menggunakan uji t dua sampel independent pada data sesudah motivasi belajar diperoleh perhitungan thitung = 3,7854 ? ttabel =1,999, maka Ho ditolak. Sehingga dapat disimpulkan pembelajaran matematika menggunakan model pembelajaran kooperatif tipe Auditory Intellectually Repetition (AIR) berpengaruh secara signifikan terhadap motivasi belajar matematika siswa kelas V SDN Tayuwetan 01 Kabupaten Pati.

This research aims to find out cooperative learning typed Auditory Intellectually Repetition and students learning achievement motivation on mathematics of and fifth garders of Tayuwetan 01 I Primary School Pati. It is a quantitative research by using Quasi Experimental Control Group Design with Nonequivalent Control Group Design. This research is conducted in Tayuwetan Primary School 01 by taking 64 fifth graders. The instruments are cognitive achievement test and questionnaire of students’ learning motivations. Based on t-test of two independent samples, it is gained posttest data with tcount score is 5,876 ? ttable =1,999. Thus, Ho is denied. Then, it can be concluded that learning mathematics by implementing cooperative learning typed Auditory Intellectually Repetition significantly influences learning mathematics motivation of fifth graders of Tayuwetan 01 Primary School in Pati Regency. Whereas the learning motivation of the test uses the two independent sample t test on the data after learning motivation is obtained by tcount = 3,7854 ? t table = 1,999, then Ho is rejected. So that it can be concluded that mathematics learning using the cooperative learning model Auditory Intellectually Repetition (AIR) type has a significant effect on the motivation to learn mathematics in fifth grade students of Tayuwetan 01 Primary School in Pati Regency

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