65 IJAL 3 (2) (2018) International Journal of Active Learning http://journal.unnes.ac.id/nju/index.php/ijal Review Study of Physical and Cognitive Activities in Physics Active Learning: Model of Numbered Heads Together (NHT) Ramadhan Valiant Gill S. B.1, Marmi Sudarmi2, Wahyu Hari Kristiyanto2 1, 2Department of Physics Education, Faculty of Science and Mathematics, Universitas Kristen Satya Wacana, Indonesia 2Study Centre for Education for Science, Technology, and Mathematics (e-SisTeM) Faculty of Science and Mathematics, Universitas Kristen Satya Wacana, Indonesia Info Articles ___________________ History Articles: Received 30 November 2017 Approved 11 March 2018 Published 1 October 2018 ___________________ Keywords: physical activity, cognitive activity, NHT active learning, physics. _______________________ Abstract ____________________________________________________________ This research aims to examine the proportion of physical activities and cognitive activities in the physics learning that using NHT as a learning model. The research is descriptive qualitative. There are three samples used in this research. Two of them are lesson plans. The other one is a video of physics learning that applicate NHT model. The result shows that in sample 1 which is RPP 1 shows that proportion of physical activities and cognitive activities is 6.6% and 93.4% respectively, then in sample 2 which is RPP 2 shows that physical activities and cognitive activities proportion is 5.5% and 94.5% respectively, and the third sample which is the video shows that physical activities and cognitive activities proportion is 13.3% and 86.7% respectively. Based on the considerable study of percentage that done in the RPP and the learning video shows that cognitive activities are more dominant than physical activities, this result is already accord with purpose of physics learning according to taxonomy bloom but this result also not accord with the basic idea of cooperative learning which is constructivism because in three sample student are not push to get the knowledge by their work. Based on that research finding it is suggested that in the learning activity that using NHT teacher use a drive questions so the cognitive activity in the learning can be accord with the target of basic idea from the NHT which is constructivism How to Cite ____________________________________________________________ B., R. V. G. S, Sudarmi, M. & Kristiyanto, W. H. (2018). Review Study of Physical and Cognitive Activities in Physics Active Learning: Model of Numbered Heads Together (NHT). International Journal of Active Learning, 3(2), 65-79. © 2018 Universitas Negeri Semarang  Address correspondence: Diponegoro Street No. 52-60, Salatiga, 50711, Central Java, Indonesia Email: ramadhan7valiant@gmail.com; whkris@staff.uksw.edu p-ISSN 2528-505X Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 66 INTRODUCTION The learning activity is a basic in humanity and that activity always on until the end of their life. This learning activity happens in automatic because it is a need and with learning human can comprehend and develop information that happens in the environment and the result from that learning can help human to produce works that benefit for humanity. Learning happens because of the stimulus from the environment. Human is a social creature that lives in a society form based on that, learning activity and teaching activity in society take form as an education program, by this program learning activity in society can be more systematic and can be monitored. One of this education programs is school education where there is a teacher as a facilitator and student as the creator of their knowledge. In the society, this education program arranged in the system call curriculum that is planning system and arranges system about the content and the material that is used as the manual for an educational institution for example school or university. An Education system is a dynamic system that is always changing to make the system better. This changing or development can be caused by the environment or from inside of education systems itself. One of the inside caused of the changing is the changing paradigm from teacher centered to student- centered learning (SCL). In this SCL active, creative, and independence are demand for student, based on that education expert make a various development in education method in class like instructional media, this media can be used as tools to activate student during the learning activities and according to Kristiyanto (2017) the media also can activate the cognitive side of student, other development that expert make are invention of cooperative learning model this method based on social interaction of student as a respond to comprehend a knowledge trough a little group discussion, this model also based on the constructivism theory. Cooperative learning model had many types, and one of it is Numbered Heads Together (NHT). In NHT student will be divided into several groups usually 4 group, and then each group member will get a number in their head and teacher will call a student based on this number to answer a question. NHT had four syntaxes which are numeration, giving a question, thinking together, and answering. Application of NHT in a learning process in school had been giving a good impact on student even in a matter that student thinks hard such as physics. Parsiti (2016) showed that the use of NHT model in the subject matter of parabolic and circle motion can improve students’ activities. In phase I, student activity is only 67.74% then in the phase II student activities improve to 78.87%. Siregar, F. A. (2012) also shows in her research that by using NHT model in the learning with the subject matter is solid and liquid pressure the activities of student improve from 57.85% to 76.96%. The application of NHT model in physics learning also can improve a good learning result for student and this is shows from the research that done by Widodo (2011) and also Mahrir (2016). The research that is shown before relating to NHT model had been showed us a good result in the improvement of student activities, but that improvement is it already appropriate or proportional with the planning that had been made for example a teacher planning to improve a cognitive in a learning process by using NHT model, but when NHT applicate the result is physical activities are more dominant thank cognitive Based on that problem this research aims to study and review the proportion of physical activities and cognitive activities in the learning process and also its appropriation with the learning planning that teachers make. This research can be taken as information, reference, and as the suggestion in using NHT model. Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 67 METHODS The method that uses in this research is qualitative analysis with descriptive analysis. This research performs by collect a lesson plan (RPP) from teachers that use NHT model in their learning and also by collecting video of application NHT model. RPP that use in this research is specific to only in physics. Some sample RPP use in this research as data is two and one video. Data analyses were done by review and make a percentage the proportion of physical activities and cognitive activities in the RPP dan video that is already placed on a table. Activities percentage was done in two parts in RPP that is in the indicator and the core activities. Physical and cognitive activities corresponding assessment in the RPP did by comparing the percentage of physical activities and cognitive activities in the indicator of the percentage in the core activities. RESULTS AND DISCUSSION RPP and video sample that is already reviewed is shown in Table 1, 2, and 3. Table 1 shows reviewed the result of physical and cognitive activities in sample 1 which is RPP 1 with learning material pressure. Table 2 shows reviewed the result of physical and cognitive activities in sample 2 which is RPP 2 with learning material dynamic fluid. Table 3 shows reviewed the result of physical and cognitive activities from learning video that applicant NHT model in the learning material sound wave. Table 1. Review of physical and cognitive activities in RPP 1 with learning material pressure. Syntax of NHT Activities Description Possibility of Student Activities Conformity with Indicator Activities Explanation Cognitive Physical Phase 1: Numbering • Student guide by teacher to sit in a group then random numbering them Student Form a group No indicator that is corresponding to the activity √ - Cognitive: In making a group involve dominant cognitive activity A numbered hats pair by a student to each of their friend in their group No indicator that was corresponding to the activity √ - Cognitive: Dominant brain activity involves in pair a numbered hats • Teacher giving an explanation about the subconcept of pressure Student pay attention to the teacher explanation No indicator that was corresponding to the activity √ - Cognitive: Dominant brain activity involves when student pay attention in explanation Student noted the information that gave by teacher No indicator that was corresponding to the activity √ - Cognitive: Dominant brain activity involved when student Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 68 noted Student processing the information from teacher No indicator that was corresponding to the activity √ - Cognitive: Processing involves dominant brain activity • Student ask by teacher to describe pressure Student processing information to describe pressure No indicator that was corresponding to the activity √ - Cognitive: Information processing involves dominant brain activity Student describe pressure by speak This activity corresponds to indicator part describe pressure √ - Cognitive: Dominant brain activity involves when student describe pressure • Student ask by teacher to describe absolute pressure Student processing information to describe absolute pressure No indicator that was corresponding to the activity √ - Cognitive: Information processing involves dominant brain activity Student describe absolute pressure by speak This activity is already correspond with the indicator part describing the meaning of absolute pressure √ - Cognitive: Dominant brain activity involves when student describe absolute pressure Phase 2: Questioning • Teacher distribute LKS to each group Student open the LKS No indicator that was corresponding to the activity - √ Physical: Open LKS involve dominant hand muscle activity Phase 3: Thinking together • Teacher guide student in work the LKS Student listen and pay attention teacher guide No indicator that was corresponding to the activity √ - Cognitive: Dominant brain activity involves when student listen and pay attention to teacher guide Student No indicator √ - Cognitive: Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 69 processing teacher guide that was corresponding to the activity Processing teacher guide involve brain activity Student processing problems in LKS to solve No indicator that was corresponding to the activity √ - Cognitive: Processing problem to solve involve brain activity • Student by teacher guide identify and formulate the problem based on the experiment purpose that is in LKS Student listens to teacher guide No indicator that was corresponding to the activity √ - Cognitive: Dominant brain activity involves listening activity Student processing teacher guide No indicator that was corresponding to the activity √ - Cognitive: Processing teacher guidance involve brain activity Student identify and formulate the problems Formulate problem activity is correspond with indicator in formulate problem √ - Cognitive: Identify and formulate problems involve brain activity • Teacher asks students to discuss for making a hypothesis before doing the experiment Student planning the experiment using the guidance in LKS No indicator that was corresponding with the activity √ - Cognitive: Planning activity involves brain activity Student make a hypothesis Making hypothesis activity is correspond with indicator that is making hypothesis √ - Cognitive: Making hypothesis involve dominant brain activity • Teacher facilitate each group to identify variables in the experiment Student identify and to change variables that involve the experiment Student activity in identify variables is correspond with indicator identify quantities that √ - Cognitive: Variable identification activity involve dominant brain activity Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 70 involve in the experiment Student do the experiment No indicator that was corresponding to the activity - √ Physical: Doing the experiment involve dominant physical activity Student observe the experiment No indicator that was corresponding to the activity √ - Cognitive: Observe activity involve dominant brain activity Student noted the experiment results No indicator that was corresponding to the activity √ - Cognitive: Noted the experimental results involve dominant brain activity • With the teacher monitor, student in each group arrange the experiment result in a table Student write the experiment result into a table No indicator that was corresponding to the activity √ - Cognitive: Write the experiment results into a table involve dominant brain activity Teacher guide each group to analyze experiment data Student listening and processing teacher guidance) No indicator that was corresponding to the activity √ - Cognitive: In listening and processing teacher guidance involve dominant brain activity Student analyze data from experiment Analysis activity by the student corresponds to indicator part analyzing experiment results √ - Cognitive: Analysis activity involve dominant brain activity Teacher guide student to Student making a conclusion Concluding is correspond √ - Cognitive: Concluding Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 71 conclude the experiment results about hydrostatic pressure with indicator part conclusion involve dominant brain activity Phase 4: Answering Teacher calls a number and the student with that number raise and answer the question that is in LKS Student processing the question from the LKS to answer No indicator that was corresponding to the activity √ - Cognitive: Processing question to answer involve dominant brain activity Student write the answer from the question in the whiteboard No indicator that was corresponding to the activity √ - Cognitive: Write the answer on whiteboard involve dominant brain activity Teacher calls the same number with the student that answer the question to giving a comment Student processing information for giving the comment No indicator that was corresponding to the activity √ - Cognitive: Processing information involve dominant brain activity Student giving the comment No indicator that was corresponding to the activity √ - Cognitive: Commenting involving dominant brain activity ∑ 𝐶 = 28 ∑ 𝑃= 2 Percentage of Cognitive & Physical activity based in the indicator. ∑Cognivite Activity = 6 ∑ Physical Activity = 3 % Cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 6 6+3 × 100% = 6 9 × 100% = 66% % Physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 3 6+3 × 100% = 3 9 × 100% = 33% Percentage of physical and cognitive activity in the learning core activities that use NHT model: % Cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 28 28+2 × 100% = 28 30 × 100% = 0.933 × 100% = 93,4% % Physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 28+2 × 100% = 2 30 × 100% = 0.066 × 100% = 6,6% The review proportion results in physical and cognitive activities for sample 1 in table 1 shows that the percentage of physical and cognitive activities in the learning core that use NHT model is 6.6% Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 72 and 93.4% respectively. The percentage shows that in the applicate of NHT model during learning activities student are more active in the cognitive than physical, and the indicator also shows that the dominant activities are cognitive than the physical activities which are 66% and 33% respectively, this show that lesson core with the using of NHT model correspond with the indicator. Table 2. Review of physical and cognitive activities in RPP 2 with subject matter dynamic fluid Syntax of NHT Activities Description Possibility of Student Activities Conformity with Indicator Activities Explanation Cognitive Physical Phase 1: Numbering • Students form groups and receive numbered hats from teacher, then doing a discussion about dynamical fluid concept with the use of NHT model Students form groups No indicator that was corresponding to the activity √ - Cognitive: Forms groups involve dominant brain activity Student share and set the numbered hats No indicator that was corresponding to the activity - √ Physical: Share and set the numbered hats involve dominant hands Student discuss dynamical fluid No indicator that was corresponding to the activity √ - Cognitive: Discussion activity involve dominant brain activity Phase 2: Questioning Giving a question is form of group work sheet about the subject matter: Find a few example of where the ideal fluid concept can be applicated in real life Student read the questions on the work sheet No indicator that was corresponding to the activity √ - Cognitive: Read involve dominant brain activity Student processing information to answer the question on the work sheet No indicator that was corresponding to the activity √ - Cognitive: Processing information involve dominant brain activity Student in their group discussing the example of ideal fluid concept that can be applicated in real life No indicator that was corresponding to the activity √ - Cognitive: Discussion activity involve dominant brain activity Phase 3: Thinking Differentiate types of fluid Student pay attention to No indicator that was √ - Cognitive: Pay attention Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 73 Together that is compressible, turbulence, stationer, and not thick fluid the teacher that explains the subject matter corresponding to the activity to involve dominant brain activity Student processing information from teacher No indicator that was corresponding to the activity √ - Cognitive: Processing information involve dominant brain activity Student noted the information that teacher give No indicator that was corresponding to the activity √ - Cognitive: Noted information from teacher involve dominant brain activity Student asking about the turbulent fluid, stationer, and not thick fluid No indicator that was corresponding to the activity √ - Cognitive: Asking teacher involve dominant brain activity Determine the rate of flow a. Q = V/Δt b. Q = (A v t)/t c. Q = A •V Student pay attention in teacher explanation No indicator that was corresponding to the activity √ - Cognitive: Pay attention to involve dominant brain activity Student processing teacher explanation No indicator that was corresponding to the activity √ - Cognitive: Processing teacher explanation involve dominant brain activity Student by teacher guide formulate the rate of flow Student activity to formulate the rate of flow is has corresponded with indicator part formulate basic law of dynamic fluid √ - Cognitive: Formulate the rate of flow involve dominant brain activity Determine the fluid flow velocity 𝜌1 ∙ 𝐴1 ∙ 𝑣1 = 𝜌2 ∙ 𝐴2 ∙ 𝑣2 Student pay attention to the teacher explanation No indicator that was corresponding to the activity √ - Cognitive: Pay attention to involve dominant brain activity Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 74 and the comparison between fluid velocity with the cross-sectional area 𝑣1 𝑣2 = 𝐴2 𝐴1 Student processing teacher explanation No indicator that was corresponding to the activity √ - Cognitive: Processing explanation involve dominant brain activity Student by teacher guide formulate the fluid flow velocity and the comparison between fluid flow velocity with cross- sectional area equation Student activity in formulating has corresponded with the indicator part formulate the basic law of dynamic fluid √ - Cognitive: Formulate involve dominant brain activity Phase 4: Answering Solve the questions remain question in the work sheet Student read the remain question in work sheet No indicator that was corresponding to the activity √ - Cognitive: Read involve dominant brain activity Student processing information to answer the questions No indicator that was corresponding to the activity √ - Cognitive: Processing information to answer the question involve dominant brain activity ∑ 𝐶 = 17 ∑ 𝑃 = 1 Percentage of Cognitive & Physical activity based in the indicator. ∑Cognivite Activity = 2 ∑ Physical Activity = 0 % Cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 2+0 × 100% = 2 2 × 100% = 100% % Physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 2+2 × 100% = 2 2 × 100% = 0% Percentage of physical and cognitive activity in the learning core activities that use NHT model: % Cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 17 17+1 × 100% = 17 18 × 100% = 0.944 × 100% = 94,5% % Physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 3 15+3 × 100% = 3 18 × 100% = 0.055 × 100% = 5,5% Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 75 Table 2 shows the proportion review of physical and cognitive activities in sample 2 which is RPP 2. Physical and cognitive percentage in the learning core that using NHT is 5.5% and 94.5% respectively, if this results compare with the percentage of physical and cognitive activities percentage in the indicator which is 0% for physical and 100% for cognitive it is show that there is corresponding wherein the indicator dominant activity is cognitive and in the learning core cognitive activity also the dominant one. Physics are the knowledge that emphasizes conceptual understanding and mathematical calculation because of that it is more important in physics learning that the cognitive aspect is more emphasized. Triatmono (2010) in his book says that as recorded in the taxonomy bloom that IPA learning can give cognitive knowledge as the main purpose of the learning. RPP that reviewed in table 1 and two had been fulfilled the physics learning principle based on the taxonomy bloom that is cognitive activity is more emphasized. Active learning is based on the student-centered learning (SCL) curriculum this concept is a result of the paradigm changing that is teacher center to student center learning. In the SCL student are more emphasize to be active in the learning process, and also the student is accentuated to be autonomous in build a knowledge and concept of the subject matter during the learning activity. Cooperative learning is based on the constructivism theory that says learning process has to be done with the purpose to guide student in find and make a various experience or even a new knowledge in order to fix, to complete, or develop the old knowledge that student has, it is shown that active learning and cooperative learning has a same role and purpose which is to activate the student. According to Kristiyato (2016), active learning that is activate thingking can be done by using questions herding, the cognitive domination that shows in table 1 and 2 for sample RPP 1 and 2 is still in general form not specific and based on the constructivism theory that is the basic ideo of cooperative learning the cognitive dominance is not appropriate because of the lack questions herding that uses by teacher, it is important that teaher use this questions herding because by use it student can find the idea, knowledge, and even make a concept by their self. Table 3. Review of physical and cognitive activities in video that applicate NHT model in physics learning with subject matter sound wave Syntax of NHT Activities Description Observed Student Activities Activity Explanation Cognitive Physical Fase 1: Numbering A student separated by the teacher into six different groups where each group contain 4-5 student. Teacher assign one student in each group to make a numbering for all of the members Student pay attention to teacher guide and processing it √ - Cognitive: Pay attention and processing information to involve dominant brain activity Form a group √ - Cognitive: Form a group involve dominant brain activity one student in each group share a numbered hats from teacher to the group member - √ Physical: Share activity involve dominant physical hand movement Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 76 Fase 2: Questioning Teacher share a handout of discussion sheet for all student Student listening teacher guidance and processing it √ - Cognitive: Listening and processing involve dominant brain activity Student read the handout of discussion sheet √ - Cognitive: Reading activity involve dominant brain activities Student processing information/question that is on the discussion sheet √ - Cognitive: Processing involves dominant brain activity Fase 3: Thinking Together Students discussing to answer the question on the discussion sheet Student exchange an opinion √ - Cognitive: Exchange opinions involve dominant brain activity Student read the question in the question on the discussion sheet √ - Cognitive: Read the question on the discussion sheet involve dominant brain activity Student exchange opinion to examine each of their answers √ - Cognitive: Exchange opinion and examine each answer involve dominant brain activity Fase 4: Answering In this activity student doing some game which is passing a ballpoint to the next friend while teacher playing a song, when the song stops the last student that holds the pen will stand up to answer a question and another student that has the same number will also stand to Student pay attention to the teacher guidance √ - Cognitive: Pay attention to teacher guidance involve dominant brain activity Student processing teacher instruction √ - Cognitive: Processing instruction involve dominant brain activities Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 77 comment on the answer Student playing the passing pen game - √ Physical: Playing passing pen game involve dominant physical activity Student stand up and read the answer from the discussion result √ - Cognitive: Read the answer involve dominant brain activity Other students commentate the answer √ - Cognitive: To comment involve dominant brain activity Student making a conclusion from the group's discussion result √ - Cognitive: Making a conclusion involves dominant brain activity ∑ 𝐶 = 13 ∑ 𝑃 = 2 Percentage of physical and cognitive activity in the learning core activities that use NHT model: % Cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 13 13+2 × 100% = 13 15 × 100% = 0.866 × 100% = 86,7% % Physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 13+2 × 100% = 2 15 × 100% = 0.133 × 100% = 13,3% Review results of physical and cognitive activities from the learning video that applicant NHT model with the subject matter sound wave in table 3 shows that the dominant activity is cognitive activity with percentage 86.7% while the physical activity is 13.3%. Based on the purpose physics learning that is in taxonomi bloom the cognitive dominant is already fulfil that purpose, but in the concructivism the cognitive dominant is not appropriate because of the lack to push the student to find and make the knowledge, or concept by their work (Priyambodo, 2017) this is shows in the activity description where student just follows the instruction to read, play, etc. the interaction between student and teacher where the teacher plays the role to guide the student to build the knowledge by their self is lack and also the question herding is not used at all only instruction order is apply. Siswati, H. A. (2012) and Rahono, D. (2014) showed that experiment and demonstration have significant effect when it uses in teaching activity. The subject matter about the sound wave also can be tech by using a demonstration or experiment this can help students to build the knowledge about the sound wave, but in the video, the student just orders to read the discussion sheet. Each three sample in table 1, 2, and 3 show the same results in the dominant activity that is cognitive and in the sense of the corresponding to physics learning purpose in the taxonomy bloom the three sample also have the same results that are dominant cognitive activity dominant correspond with Ramadhan Valiant Gill S. B. et al., / International Journal of Active Learning 3 (2) (2018) 78 that purpose, but this cognitive dominant is not correspond with constructivism theory that is the basis of NHT model because the emphasizing lack of teacher in herd the student to discover and produce their knowledge based on the teacher guidance. CONCLUSION Based on the analysis and discussion about the review of physical and cognitive activities proportion for the three sample that is two RPP physics learning that use NHT model and one video of the application NHT model in the physis learning can conclude that physics and cognitive activities that happen is already corresponding with the purpose of physics learning that is recorded in the taxonomi bloom, but according to constructivism theory that is the basis of NHT model the cognitive activity is not appropriate because in the constructivism student have to more active, creative, and independent in the learning process in order to fix, to complete, and to improve their knowledge that they already have, but in the research results show that student does not guide to discover, improve, and complete the knownedge in independent this is show with the lack of herd questions that used by teacher in order to herd the student to discover the knowledge in independent way. 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