Comparison of Learning Outcomes Inquiry Learning Model With Cooperative Learning Model Type Number Head Together (NHT) Learning In Natural Sciences Class V In State Elementary School 66 Bengkulu City

Although many have raised the Inquiry learning model and the Number Head Together (NHT) learning model, there is no research on comparison of the two models in natural science subjects. This study aims to determine whether the learning outcomes of the 5th grade science students taught using the Inquiry Learning Model is better than using the Cooperative Learning Model Number Head Together (NHT) type in SDNegeri 66 Bengkulu City. This study used two groups, namely class 5A with 31 people as the experimental group and class 5B with 31 people as the control group. This research variable consists of independent variables namely Inquiry learning model and Number Head Together (NHT) learning model while the dependent variable is the science learning outcomes. This type of research is quantitative research with Nonequivalent Control Group Design approach. Data collection techniques using observation and multiple choice test questions. Data analysis techniques using the t test. Based on the results of the study found in the posttest results of class 5A students who use Inquiry Learning Model in the medium and high categories as many as 31 students (93%) get grades of 60 to 100 while the learning outcomes of class 5B that use Cooperative Learning Models Type Number Head Together ( NHT) as many as 31 students (81%) get a value of 50 to 90. It can also be proven by the results of the t test calculation that is tcount of 4.352 and the value of the table for df = 60 with a significance level of 5% is 2,000. From the analysis it was found that tcount is greater than ttable (4.352> 2,000). The results showed that the learning outcomes of Natural Sciences 5th grade students who were taught using the Inquiry Learning Model were better than using the Cooperative Learning Model Number Head Together (NHT) type at SDN 66 Kota Bengkulu.


INTRODUCTION
In the Big Indonesian Dictionary (KBBI), learning means "trying to gain intelligence or knowledge" (KBBI, 2016). As Allah Almighty says in surah Thaha verse 114 which means: Then Most High God is the true king, and do not be hasty in reading the Qur'an before being revealed to you, and say: "O my Lord, add to me knowledge ".
From the above verses it is fitting for humans to continue to study because science is a human endeavor to fulfill the need to gain knowledge or intelligence that they have not had before. Learning begins when humans are born (Indarti, 2019;Styawati & Rizal, 2017;Suyono, 2011). Learning is interpreted as a process for obtaining motivation in knowledge, habitual skills and behavior. Besides learning as an effort to obtain knowledge or skills through instruction. The instructions in question are directions or guidance from educators or teachers. The process of learning, development and education is an event in everyday action (Dimyati & Mudjiono, 1999). Education is meant here is the view that underlies all educational activities, both in the context of the preparation of role theory and implementation, and the administration of education, because education is a systematic conscious effort always starting from a number of certain principles. The foundation and principle are very important, because they are the pillars for the development of people and a particular nation's community. In addition, learning is an effort to obtain through instruction. Hangestiningsih, Zulfiati, & Johan, (2015) furthermore, there are five categories studied by humans. That is: 1. Motor skills, which are skills that are shown from various body movements, such as writing, kicking a ball, clapping, running and jumping. 2. Verbal information, this information is strongly influenced by the ability of the student's brain, for example someone can understand something by speaking, writing, drawing, and others in the form of symbols that appear (verbal). 3. Intellectual abilities, in addition to using verbal symbols, humans are able to interact with the outside world through their intellectual abilities, for example being able to distinguish colors, shapes and sizes. 4. Cognitive strategies, internal organizational skills, which are indispensable for learning to remember and think. This cognitive ability is more demonstrated to the outside world, and cannot be learned in just one time requiring continuous improvement and practice. 5. Attitude, attitude is an important factor in learning because without this ability learning will not work well. The nature of a person in learning will greatly affect the results obtained from learning. Attitudes will greatly depend on his stance, personality and beliefs, cannot be learned or forced, but need full selfawareness (Susanti, 2016;Vennix, den Brok, & Taconis, 2018). Therefore, education is a matter and a very important element in the formation of intelligent, creative, innovative and insightful human resources. RI Law Number 20 of 2003 concerning the National Education System requires education to be rooted in national culture and religious values based on Pancasila and the 1945 Constitution. Whereas education personnel are members of the community who are devoted to the administration of education.
Based on preliminary observations conducted by researchers at the 66th Elementary School of Bengkulu City on April 29, 2019 information was obtained that the low student learning outcomes, especially science subjects still had not reached KKM which is 70. Researchers have seen a lot of efforts from the teachers in applying various learning models especially in Natural Sciences (IPA) subjects, such as Contextual Teaching and learning, a learning model that starts with oral questions and answers related to the real world of students and several other models such as Problem Based Learning to train and develop the ability to solve problems from the actual life of students and fun so students can think optimally. But there are still some obstacles, for example, constrained by books, time, costs, materials and practical tools, some students are difficult to control so students find it difficult to understand and because of this the students finally feel lazy to pay attention then finally they become chatting with friends or engrossed in playing and busy themselves.
Based on preliminary observations conducted by researchers at the State Elementary School 66 Bengkulu City on April 29, 2019 information was obtained that the low student learning outcomes, especially science lessons still had not reached KKM which is 70. Researchers have seen a lot of efforts from teachers in applying various learning models especially on Natural Sciences (IPA) subjects, such as Contextual Teaching and learning, a learning model that begins with oral questions and answers related to students' real world and several other models such as Problem Based Learning to train and develop the ability to solve problems from students' actual lives and be fun so that students can think optimally. But there are still some obstacles, for example constrained by books, time, costs, materials and practical tools, some students are difficult to control so students find it difficult to understand and because of this also the students finally feel lazy to pay attention then finally they become chatting with friends or engrossed in playing and busy themselves.

METHOD
This type of research that researchers do is quantitative research. Experimental research is based on the assumption of a single variable law and the existence of a method of difference, when the situation conditions are all the same in all respects, then one of these situations is added to one element, while the other situation is not added, the differences between the two situations This is due to the additional elements (Dewi, 2016;Effendi, Mursilah, & Mujiono, 2018;Sugiyono, 2007;Zai, 2019).
With this type of control group design, both the experimental group and the control group were compared, although the group was selected and placed without randomization (randomization

CONCLUSION
Based on the results of research conducted by the author can be concluded that there are differences in learning outcomes between uses. The Inquiry and Number Head Together Learning Model towards the learning outcomes of 5th grade students of SDN 66 Bengkulu City. Can be seen from the results of the hypothesis by using the "t" test on the two groups with the results obtained, tcount = 4.352 while ttable with df 60 at a significant level of 5% ie 2,000. Thus tcount> ttable (4,352> 2,000) which means the working hypothesis (Ha) in this study was accepted, namely the learning outcomes of the 5th grade science students taught by using the Inquiry Learning Model is better than the students taught by using the Number Head Together Learning Model in SDN 66 Bengkulu City. Evidenced by the average value of the science learning outcomes Posttest grade 5A is higher than grade 5B, which is Posstest 93%> Posstest 81%.