THE EFFECT OF THE COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER (NHT) TO IMPROVE CRITICAL THINKING SKILL ON ECOLOGY AND BIODIVERSITY MATERIAL GRADE VII SMP

Isfahani Isfahani; Wina Dyah Puspita  Sari

doi:10.51878/science.v6i1.9228

Authors

Isfahani Isfahani Universitas Negeri Medan
Wina Dyah Puspita Sari Universitas Negeri Medan

DOI:

https://doi.org/10.51878/science.v6i1.9228

Keywords:

Numbered Heads Together (NHT), Cooperative Learning, Critical Thinking, Ecology and Biodiversity, Conventional Learning

Abstract

This study aims to determine the effect of the Numbered Heads Together (NHT) cooperative learning model on students learning outcomes and critical thinking skills in Ecology and Biodiversity material for Grade VII students at SMP Negeri 35 Medan. The research employed a quasi-experimental method using a nonequivalent control group design involving two classes with a total of 64 students, in which the experimental class was taught using the NHT learning model while the control class was taught using a conventional teacher-centered learning model. Data were collected through pretest and posttest instruments, and the improvement in students’ learning outcomes was measured using the normalized gain (N-Gain). The results showed that both classes experienced improvement; however, the experimental class demonstrated a higher increase, with an average N-Gain score of 0.523 categorized as medium, compared to 0.372 in the control class, which was also categorized as medium. Furthermore, the results of the onetailed independent sample t-test showed a significance value of 0.000 (p < 0.05), indicating that the improvement in learning outcomes of students taught using the NHT learning model was significantly higher than that of students taught using the conventional learning model. These findings indicate that the Numbered Heads Together (NHT) learning model has a positive and significant effect on students learning outcomes and can be used as an effective alternative model in science learning, particularly in Ecology and Biodiversity topics.

ABSTRAK

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif Numbered Heads Together (NHT) terhadap hasil belajar dan kemampuan berpikir kritis siswa pada materi Ekologi dan Keanekaragaman Hayati kelas VII di SMP Negeri 35 Medan. Penelitian ini menggunakan metode kuasi eksperimen dengan desain nonequivalent control group yang melibatkan dua kelas dengan jumlah keseluruhan 64 siswa, di mana kelas eksperimen diajar menggunakan model pembelajaran NHT sedangkan kelas kontrol diajar menggunakan model pembelajaran konvensional yang berpusat pada guru. Pengumpulan data dilakukan melalui instrumen pretest dan posttest, sedangkan peningkatan hasil belajar siswa dianalisis menggunakan normalized gain (N-Gain). Hasil penelitian menunjukkan bahwa kedua kelas mengalami peningkatan hasil belajar, namun peningkatan pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan nilai rata-rata N-Gain sebesar 0,523 pada kategori sedang, sedangkan kelas kontrol memperoleh nilai rata-rata N-Gain sebesar 0,372 yang juga termasuk kategori sedang. Selanjutnya, hasil uji independent sample t-test satu arah menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05), yang menunjukkan bahwa peningkatan hasil belajar siswa yang diajar menggunakan model pembelajaran NHT secara signifikan lebih tinggi dibandingkan dengan siswa yang diajar menggunakan model pembelajaran konvensional. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model pembelajaran Numbered Heads Together (NHT) berpengaruh positif dan signifikan terhadap hasil belajar siswa serta dapat digunakan sebagai alternatif model pembelajaran yang efektif dalam pembelajaran IPA, khususnya pada materi Ekologi dan Keanekaragaman Hayati.

Downloads

Download data is not yet available.

References

Agustina, W., Degeng, N., Praherdhiono, H., & Lestaric, S. (2023). The effect of blended project-based learning for enhancing student’s scientific literacy skills: An experimental study in university. Pegem Journal of Education and Instruction, 13(1). https://doi.org/10.4750/pegegog.13.01.24

Amelia, D., & Rusman, R. (2022). Sintesis indikator lingkungan belajar konstruktivis sebagai instrumen evaluasi implementasi kurikulum ilmu pengetahuan alam. EDUKATIF: Jurnal Ilmu Pendidikan, 4(4), 5794. https://doi.org/10.31004/edukatif.v4i4.3203

Ananda, D., Muhyani, M., & Suhandi, T. (2020). Systematic literature review implementasi Higher Order Thinking Skills (HOTS) terhadap hasil belajar siswa. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 10(2), 106. https://doi.org/10.18592/aladzkapgmi.v10i2.4005

Asriyati, A., & Widana, A. (2022). Perbandingan hasil belajar siswa pada materi ekosistem antara pembelajaran kooperatif tipe talking stick dengan tipe guided note taking. Jurnal BIOEDUIN: Program Studi Pendidikan Biologi, 12(2), 138. https://doi.org/10.15575/bioeduin.v12i2.23021

Chalermkerdsrinuansakul, K. (2023). Concepts and principles of primary education management in the 21st century. Hong Kong Journal of Social Sciences, 61. https://doi.org/10.55463/hkjss.issn.1021-3619.61.67

Daulay, D. P. S., Natsir, M., Fitri, P., Saragih, F. A., Hanum, F. N., & Rajagukguk, V. C. (2024). Enhancing student learning outcomes through Jigsaw model: A study at SMP Negeri 1 Tinggi Raja. EDUCATIONAL: Jurnal Inovasi Pendidikan & Pengajaran, 4(4), 448. https://doi.org/10.51878/educational.v4i4.3977

Fauzi, A., Widjajanti, D. B., Widodo, A., & Umar, U. (2020). Developing the set of mathematics learning materials based on NHT model with peer assessment. Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019). https://doi.org/10.2991/assehr.k.200827.024

Ginting, M. Z. H. A., & Salim, H. (2024). The role of Islamic religious education teachers in fostering students’ morals at State Vocational High School 1 Banyudono. JUSPI: Jurnal Sejarah Peradaban Islam, 8(1), 170. https://doi.org/10.30829/juspi.v8i1.20468

Goodwin, J. R. (2024). What’s the difference? A comparison of student-centered teaching methods. Education Sciences, 14(7), 736. https://doi.org/10.3390/educsci14070736

Hastuti, W. (2022). Peningkatan aktivitas dan hasil belajar biologi materi enzim dan metabolisme sel menggunakan model pembelajaran kooperatif tipe Jigsaw siswa kelas XII MIA SMAN 1 Tebing Tinggi tahun pelajaran 2021/2022. INNOVATIVE: Journal Of Social Science Research, 2(1), 696. https://doi.org/10.31004/innovative.v2i1.4579

Holley, D., & Park, S. (2020). Integration of science disciplinary core ideas and environmental themes through constructivist teaching practices. Eurasia Journal of Mathematics Science and Technology Education, 16(5). https://doi.org/10.29333/ejmste/115583

Ibrahim, D. S., & Rashid, A. M. (2022). Effect of project-based learning towards collaboration among students in the design and technology subject. World Journal of Education, 12(3), 1. https://doi.org/10.5430/wje.v12n3p1

Kadrija, R., Shatri, Z. G., & Gashi, Z. (2023). Effects of implementing critical thinking on developing students’ abilities for independent learning in primary schools. European Journal of Contemporary Education, 12(2). https://doi.org/10.13187/ejced.2023.2.451

Kahar, M. S., Anwar, Z., & Murpri, D. K. (2020). Pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap peningkatan hasil belajar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2). https://doi.org/10.24127/ajpm.v9i2.2704

Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science & Education, 30(3), 589. https://doi.org/10.1007/s11191-021-00206-1

Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports, 15(1), 17458. https://doi.org/10.1038/s41598-025-97652-6

Kumar, V., & Choudhary, S. K. (2024). Reimagining scientific literacy: A framework for future-focused science education. Research Square. https://doi.org/10.21203/rs.3.rs-4347536/v1

Mauliza, M. (2020). Improving students’ learning result using Numbered Heads Together model. International Journal for Educational and Vocational Studies, 2(3). https://doi.org/10.29103/ijevs.v2i3.2445

Mawardi, D. N., Sulistyowati, E., & Hukom, J. (2024). Meta-analisis investigasi model kelas terbalik pada keterampilan berpikir tingkat tinggi (HOTS) siswa matematika: Analisis efek gabungan dan heterogenitas. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 10(1), 154. https://doi.org/10.29407/jmen.v10i1.22296

Pahmi, S., Friska, S. Y., & Prananda, G. (2021). Pengaruh model NHT terhadap hasil belajar IPA. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 9(1), 332. https://doi.org/10.36841/pgsdunars.v9i1.1128

Pan, Y., & Wang, H. (2024). Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-66214-7

Pendy, A., & Mbagho, H. M. (2020). Model pembelajaran Number Head Together (NHT) pada materi relasi dan fungsi. Jurnal Basicedu, 5(1), 165. https://doi.org/10.31004/basicedu.v5i1.542

Purwanto, M. B., Hartono, R., & Wahyuni, S. (2023). Essential skills challenges for the 21st century graduates: Creating a generation of high-level competence in the industrial revolution 4.0 era. Asian Journal of Applied Education (AJAE), 2(3), 279. https://doi.org/10.55927/ajae.v2i3.3972

Putra, P. B. S., & Rahayu, T. S. (2021). Meta analisis pengaruh model pembelajaran Numbered Head Together terhadap kemampuan berpikir kritis siswa kelas V tematik muatan pembelajaran matematika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(2), 1082. https://doi.org/10.31004/cendekia.v5i2.592

Putri, D. A., Suntari, Y., & Yudha, C. B. (2025). Implementasi model Children Learning in Science dalam pembelajaran IPAS materi ekosistem kelas III. SCIENCE: Jurnal Inovasi Pendidikan Matematika Dan IPA, 5(2), 627. https://doi.org/10.51878/science.v5i2.5096

Raharjo, A. S., & Saputri, E. R. I. (2021). Indigenous knowledge-based education in Sanggar Alam (Salam) Yogyakarta, Indonesia. KnE Social Sciences. https://doi.org/10.18502/kss.v6i2.10010

Reskiah, R., & Syah, A. (2020). Efektivitas model pembelajaran NHT dengan penerapan strategi STHL terhadap hasil belajar matematika. Sainsmat: Jurnal Ilmiah Ilmu Pengetahuan Alam, 9(2), 164. https://doi.org/10.35580/sainsmat92153852020

Sa’adah, K. B. (2020). Peran model Brain-Based Learning pada pembelajaran sistem saraf dalam meningkatan literasi sains siswa. Phenomenon: Jurnal Pendidikan MIPA, 9(2), 132. https://doi.org/10.21580/phen.2019.9.2.3967

Sembiring, R. B. (2021). Perbedaan peningkatan hasil belajar IPA siswa dengan menggunakan metode STAD (Students Teams Achievements Division) dan NHT (Number Head Together) berbasiskan peta konsep di kelas VII. JGK: Jurnal Guru Kita, 5(3), 71. https://doi.org/10.24114/jgk.v5i3.25454

Simarmata, A. M., & Habeahan, S. (2025). Strategi guru dalam menumbuhkan civic responsibility siswa melalui pembelajaran Pendidikan Pancasila di SMA Negeri 1 Pematangsiantar. SOCIAL: Jurnal Inovasi Pendidikan IPS, 5(4), 1398. https://doi.org/10.51878/social.v5i4.7710

Sinaga, D. (2024). Teacher-student interaction models: Effective strategies for increasing student participation and motivation. JTP: Jurnal Teknologi Pendidikan, 26(3), 1052. https://doi.org/10.21009/jtp.v26i3.50372

Susanti, E. (2025). Efektivitas model pembelajaran means ends analysis (MEA) terhadap kemampuan pemecahan masalah matematis siswa. SCIENCE: Jurnal Inovasi Pendidikan Matematika Dan IPA, 5(3), 1407. https://doi.org/10.51878/science.v5i3.6832

Syukur, A., Nata, A., Rosyada, D., & Suralaga, F. (2023). Learning management of Islamic religious education (PAI) based on multiple intelligences at SMA IT Insan Mandiri Cibubur. International Journal of Islamic Thought and Humanities, 2(1), 21. https://doi.org/10.54298/ijith.v2i1.52

Utami, P., Kadir, K., & Herlanti, Y. (2021). Meta-analisis pembelajaran kooperatif di Indonesia. Jurnal Inovasi Pendidikan IPA, 7(1). https://doi.org/10.21831/jipi.v7i1.39574