The Effectiveness of the Numbered Heads Together Cooperative Learning Model on Mathematics Learning Outcomes among Third-Grade Elementary School Students

Abstract

This study examined the effectiveness of the Numbered Heads Together (NHT) cooperative learning model in improving mathematics learning outcomes among third-grade students in elementary school. The study was motivated by the low mathematics achievement of students, as many failed to meet the minimum competency standard due to the implementation of conventional teacher-centered instructional approaches. A quasi-experimental design employing a non-equivalent control group was adopted. The participants were 35 third-grade students from SD IT Arafah, assigned to an experimental and a control group. Data were collected using a validated multiple-choice mathematics achievement test with a reliability coefficient of 0.852. The data were analyzed using SPSS version 25.0 through normality, homogeneity, hypothesis testing, and normalized gain (N-Gain) analyses. The findings revealed that students in the experimental group demonstrated significantly higher mathematics learning outcomes than those in the control group. The experimental group achieved an average N-Gain score of 62.24%, indicating a moderately effective improvement in learning outcomes. Furthermore, hypothesis testing confirmed a statistically significant difference between the two groups. These findings suggest that the Numbered Heads Together cooperative learning model effectively enhances students’ mathematics learning outcomes by promoting active participation, collaborative problem-solving, and meaningful classroom interaction. Therefore, the NHT model can be recommended as an effective instructional strategy for improving mathematics learning outcomes in elementary schools.