Improving Student Learning Outcomes by Implementing the Numbered Heads Together Model in Islamic Education Learning at SD Negeri Seumantok
DOI:
https://doi.org/10.62945/deeplearning.v1i4.284Keywords:
Numbered Heads Together, Learning Outcomes, Islamic Education, Cooperative LearningAbstract
This study aims to improve student learning outcomes in Islamic Education learning through the implementation of the Numbered Heads Together (NHT) cooperative learning model at SD Negeri Seumantok. The research employed a Classroom Action Research (CAR) design consisting of two cycles, with each cycle including the stages of planning, action, observation, and reflection. The participants of this study were 26 fifth-grade students. Data were collected through learning outcome tests, observation sheets of teacher and student activities, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ learning outcomes after the implementation of the NHT model. In the pre-cycle, the average student score was 62.15, with only 38.46% of students achieving mastery learning. After the implementation of NHT in Cycle I, the average score increased to 72.30, and the mastery learning percentage rose to 65.38%. Furthermore, in Cycle II, the average score improved to 84.10, with mastery learning reaching 88.46%, indicating that most students had achieved the minimum competency standard. Observation results also revealed improvements in classroom engagement, as student participation increased from 60% in Cycle I to 85% in Cycle II, while teacher performance improved from 70% to 90%. These findings demonstrate that the Numbered Heads Together model effectively enhances student learning outcomes by promoting active participation, collaboration, and responsibility in group learning. Therefore, the NHT model is recommended as an effective instructional strategy for improving Islamic Education learning outcomes in elementary schools.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.
Azra, A. (2017). Islamic education in contemporary society: Theory and practice. Prenada Media.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.
Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for educational practice of the science of learning and development. Applied Developmental Science, 21(2), 97–140. https://doi.org/10.1080/10888691.2017.1398640
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Huda, M. (2018). Teaching and learning of Islamic education: Contemporary perspectives. Kencana.
Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Kagan, S. (1994). Cooperative learning. Kagan Cooperative Learning.
Kemmis, S., & McTaggart, R. (2014). The action research planner (5th ed.). Springer.
Lie, A. (2010). Cooperative learning in the classroom. Grasindo.
Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). SAGE Publications.
Nata, A. (2016). Islamic education and character building in elementary schools. Prenada Media.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Rahmawati, D. (2020). The effectiveness of Numbered Heads Together model in improving students’ learning outcomes. Jurnal Pendidikan Islam, 7(1), 45–56.
Sanjaya, W. (2017). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana.
Sari, F., & Putra, I. (2021). Improving student learning achievement using Numbered Heads Together in primary school. Elementary Education Journal, 5(2), 112–121.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson.
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Pearson.
Suyanto, S., & Jihad, H. (2018). Teacher perspectives on cooperative learning in Indonesian elementary schools. Indonesian Journal of Education, 3(1), 1–15.
Tilaar, H. A. R. (2019). Education in Indonesia: Policy, practice, and challenges. Springer.
Trianto. (2018). Model-model pembelajaran inovatif: Paradigma baru pendidikan. Kencana.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahyuni, S., & Fitriani, N. (2019). The effect of Numbered Heads Together model on students’ critical thinking and engagement. Jurnal Pendidikan Dasar, 10(2), 75–88.
Zubaedi, A. (2017). Integrating Islamic values in primary school education: Theory and practice. Prenada Media.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
