Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol 9 .
No 2.
Month Januari Year 2025, 103-114.
https://doi.
org/10.
17977/um039x pISSN: 2548-9879 .
eISSN: 2599-2139 .
http://journal2.
id/index.
php/edcomtech EFFORTS TO IMPROVE SOCIAL SCIENCES LEARNING OUTCOMES INDONESIAN
CULTURAL DIVERSITY MATERIAL THROUGH THE NUMBERED HEADS TOGETHER
(NHT) COLLABORATIVE LEARNING MODEL FOR FOURTH-GRADE STUDENTS
Prihma Sinta Utami1*,Friska Nur Kusumadewi2.
Tutik Saptiningsih3 Pendidikan Sejarah dan Sosiologi.
Fakultas Sosial dan Humaniora.
Universitas Insan Budi Utomo.
Jl.
Citandui No.
Purwantoro.
Blimbing.
Malang.
Jawa Timur.
Indonesia SD N Baran.
Piring.
Srihardono.
Bantul.
DIY.
Indonesia Direktorat Pendidikan Pemuda dan Olahraga Kabupaten Bantul.
Komplek II Kantor Pemda Bantul.
Bantul.
DIY.
Indonesia *Email corresponding author: prihmasintautami@uibu.
Article Info Abstrak Article history:
Received 2 December 2024 Revised 19 December 2024 Accepted 1 January 2025 Published 10 January 2025 Hasil capaian dalam pelajaran IPS khususnya pada siswa kelas 4 SD N Baran masih rendah.
Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan hasil belajar IPS melalui pembelajaran kooperatif tipe NHT pada siswa kelas 4 SD N Baran.
Penelitian ini merupakan Penelitian Tindakan Kelas.
Objek penelitian adalah siswa kelas 4 SD N Baran yang berjumlah 9 orang.
Pendekatan penelitian menggunakan pendekatan kualitatif.
Metode tes dan non tes berupa observasi digunakan sebagai metode pengumpulan data.
Metode analisis data yang digunakan adalah metode kuantitatif dan kualitatif.
Penelitian dilaksanakan dalam 2 siklus.
Hasil penelitian menunjukkan bahwa rata-rata nilai tes meningkat setiap siklusnya.
Pada pra tindakan hasil rata-rata nilai kelas 60,55 meningkat menjadi 68,33 pada siklus I, dan pada siklus II rata-rata nilai meningkat menjadi 80,55.
Pada tahap pre test rata-rata ketuntasan siswa hanya 33% meningkat menjadi 55,5 % pada Siklus I.
Pada Siklus II ketuntasan meningkat menjadi 88,8%.
Artinya hasil belajar IPS meningkat dari pretes.
Siklus I hingga akhir Siklus II.
Dapat dikatakan bahwa penerapan model pembelajaran kooperatif tipe NHT dapat meningkatkan hasil belajar siswa.
Kata Kunci: hasil belajar IPS, model NHT, pembelajaran kooperatif How to cite: Last name.
First .
Article title.
Edcomtech: Jurnal Kajian Teknologi Pendidikan.
Vol.
, pageAepage.
https://doi.
org/10.
17977/um03 A The Author.
This work is licensed under a Creative Commons AttributionShareAlike 4.
0 International License Abstract The learning outcomes in Social Studies, particularly among fourthgrade students at SD N Baran, were still low.
The purpose of this study was to describe the improvement of Social Studies learning outcomes through the cooperative learning model of the Numbered Heads Together (NHT) type for fourth-grade students at SD N Baran.
This research is a Classroom Action Research (CAR).
The research subjects were nine fourth-grade students of SD N Baran.
The research used a qualitative approach.
Test and non-test methods, such as observation, were used for data collection.
Data analysis methods used were both quantitative and qualitative.
The research was conducted in two cycles.
The results showed that the average test scores increased in each cycle.
In the pre-action stage, the class average score was 60.
55, which increased to 68.
33 in Cycle I, and further improved to 80.
55 in Cycle II.
In the pre-test stage, the student mastery level was only 33%, increasing 5% in Cycle I.
In Cycle II, the mastery level rose to 88.
This means that Social Studies learning outcomes improved from the pre-test stage through Cycle I and up to the end of Cycle II.
It can be concluded that the implementation of the NHT-type cooperative learning model can improve students' learning outcomes.
Keywords: social studies learning outcomes.
Numbered Heads Together model, cooperative learning INTRODUCTION Social Studies (IPS) education in elementary schools plays an important role in shaping students' character and instilling social and cultural values.
One of the important topics in IPS learning is the cultural diversity of Indonesia, which serves as a foundation for building tolerance and appreciating differences from an early age.
However, in reality, many elementary students still achieve low results in IPS.
A study by Susilawati and Sutama revealed that the low learning outcomes in IPS are influenced by both internal and external student Data showed that most IPS teachers focus more on theory rather than on developing students' competencies (Susilowati, 2.
Another study reported that low IPS learning outcomes were due to difficulties in understanding topics such as natural resources, material resources, economic activities, labor, and the diversity of kingdoms that existed in Indonesia during the Hindu.
Buddhist, and Islamic periods.
One of the learning challenges is students' difficulty in understanding lessons or assignments and their tendency to forget the material soon after studying.
These difficulties arise because students feel that the Social Studies content is too extensive, leading to a lack of understanding and interest in IPS (Juardi & Rustini.
Another issue found in Ridwan et al.
's .
study is that students were unmotivated and passive during IPS lessons due to monotonous teaching methods and content that is not connected to daily experiences.
The use of learning media limited to textbooks made lessons less engaging for students.
The low scores indicate that students struggle to deeply comprehend IPS material (Rizka & Sarabunis, 2.
Therefore, solutions are needed, such as applying more interactive teaching methods, utilizing simple visual or digital media, and providing teacher training in technology use and innovative teaching strategies.
Based on initial field findings, it was discovered that the learning outcomes of Grade IV students at SD N Baran in this material are still relatively low.
This is indicated by the lack of active student engagement in the learning process and the limited understanding of the material, which is abstract and contextual in nature.
Based on observations conducted by the researcher in the fourth grade at SD N Baran, it was found that students' social studies learning outcomes were not entirely at a low level.
However, based on the daily assessment results, nine students did not meet the Minimum Completeness Criteria (MCC), which is 75.
Most students showed a lack of perseverance in completing their tasks.
When asked questions, students struggled and tended to ask their peers instead of independently trying to find the correct solution.
Students were also not resilient when facing difficulties, as seen when they responded with AuI donAot understandAy without attempting to think or look for answers in their Moreover, students lacked the motivation to learn during social studies classes, as many did not pay attention to the teacherAos explanation and instead were engaged in conversations with their peers (Rauchfleisch & Kaiser, 2.
There was also a low interest in practicing social studies, indicated by studentsAo low enthusiasm for learning the subjectAionly two students out of the whole class expressed interest in social studies during interviews (Graham et al.
, 2.
Teaching activities are the primary key to the implementation of education in schools, and teachers play a major role in this.
Teachers are expected to manage the learning process effectively by stimulating students to engage in learning and shaping learning activities that focus on students, rather than relying solely on the teacher (Darling-Hammond et al.
, 2.
Learning serves as a means to interconnect the elements within an instructional system (Ernawati et al.
, 2.
The learning process becomes meaningful for students when it is conducted with thorough preparation and planning by the teacher (Alqahtani et al.
, 2023.
Lynch et al.
, 2.
In addition, teachers must create innovative learning strategies to achieve successful learning outcomes (Fink et al.
, 2023.
Onu et al.
, 2.
Education in the contemporary era faces complex challenges that demand innovation in instructional strategies (Bakar, 2.
The paradigm shift from teacher-centered to studentcentered learning has driven the exploration of various cooperative learning models (Soomro et al.
, 2.
Various previous studies have discussed the low learning outcomes in Social Studies (IPS) among elementary school students and have attempted to apply various innovative learning approaches such as Problem Based Learning.
Discovery Learning, and Project-Based Learning.
However, there has been limited research that specifically examines the effectiveness of the collaborative learning model Numbered Heads Together (NHT) in the context of Social Studies learning on the topic of cultural diversity in elementary schools, particularly in Grade IV.
In fact, the NHT model has advantages in enhancing studentsAo active participation, developing critical thinking skills, and promoting group collaboration, all of which are highly relevant to the needs of Social Studies learning One prominent and widely implemented model is Numbered Heads Together (NHT).
Developed by Spencer Kagan.
NHT is designed to enhance student interaction, promote individual and group accountability, and ensure every team member masters the material (Almumen et al.
, 2.
Its main features include forming heterogeneous groups, assigning numbers to each student, engaging in group discussions to reach consensus, and randomly selecting numbered students to present the group's answersAithereby ensuring shared responsibility for collective understanding (Rijal et al.
, 2.
The relevance of cooperative learning models such as NHT is growing alongside the need to develop 21st-century skills such as collaboration, communication, critical thinking, and creativity (Manafe et al.
, 2022.
Rosidi & Indriati, 2.
Recent studies continue to examine the effectiveness and implementation of NHT in various learning contexts.
For instance, a 2023 study by Salu and Hardini titled AuThe Effectiveness of the Teams Games Tournament and Numbered Heads Together Models on Fifth Grade StudentsAo Social Studies Learning OutcomesAy found that both models could serve as alternative strategies to improve student The t-test result was 2.
148, and the two-tailed significance value for both classes was 05 (Salu & Hardini, 2.
In the context of Social Studies learning, the application of the NHT method has shown positive results.
A study by Arnianti et al.
found that implementing the NHT cooperative learning model increased both motivation and academic achievement in social studies for class XI IPS B students at SMA IT Granada Samarinda.
Similarly.
Yulinova .
reported that using the NHT model in fourth grade at SDN 17 Palaluar improved studentsAo interest and achievement in social studies (Arnianti et al.
, 2.
Another study conducted by Diah et al.
, titled AuImproving Learning Outcomes on Theme 8 through the Numbered Heads Together (NHT) Model Assisted by Crossword Media in Fifth Grade at SDN Wirun,Ay revealed that using crossword puzzles in conjunction with NHT improved learning outcomes, with average scores for Civic Education content reaching 70.
62 and Social Studies 65.
37 in Cycle I, and rising to 82.
37 and 79.
87 respectively in Cycle II (Diah et al.
, 2.
Beyond improving learning outcomes, the NHT model also contributes to students' problem-solving abilities.
Research by Rahmawati et al.
showed that NHT was more effective than direct instruction.
Students with higher problem-solving skills achieved better math learning outcomes compared to those with moderate or low abilities.
The study concluded that there is a correlation between the use of the NHT model, problem-solving skills, and student learning outcomes (Rahmawati, 2.
Based on the description above, selecting an appropriate learning model is key to addressing the issue of low academic achievement, particularly in social studies on the topic of cultural diversity in Indonesia.
The Numbered Heads Together (NHT) collaborative learning model is expected to be a potential solution, as it emphasizes active participation, teamwork, and individual accountability within a group.
Through this approach, students are expected to better understand the material and simultaneously develop social skills that support competency achievement.
Therefore, this study aims to determine the effectiveness of implementing the NHT collaborative learning model in improving social studies learning outcomes on the topic of cultural diversity in Indonesia among fourth-grade elementary In addition, this study also aims to describe a more interactive and participatory learning process, as well as to identify the impact of using the NHT model on studentsAo active engagement and understanding of abstract and contextual material METHOD This study employs a Classroom Action Research (CAR) approach, referring to the spiral model developed by Stephen Kemmis and Robin McTaggart.
This model emphasizes a repetitive cycle consisting of four key stages, namely: .
planning, .
acting, .
observing, and .
Each cycle is systematically implemented to identify and resolve problems that occur during the learning process(Gyral et al.
, 2021.
Sitorus et al.
, 2.
The illustration of the research cycle diagram can be seen in the figure below.
Informtion:
Cycle I Planning I Acting I Observing I Reflecting I Cycle II Planning I Acting I Observing I Reflecting I Figure 1.
Research Cycle Diagram This study was designed in two cycles, with each cycle consisting of the four mentioned In the planning stage, the researcher prepared a lesson plan using the Numbered Heads Together (NHT) model, designed to improve student learning outcomes on the topic of cultural diversity in Indonesia.
The acting stage involved implementing the lesson according to the prepared plan.
The observing stage was carried out directly by the researcher and a collaborating teacher to record student activities, engagement, and obstacles encountered during the learning process.
The reflecting stage aimed to analyze the results of the actions taken in that cycle as material for evaluation and improvement in the next cycle.
The subject of this study was fourth-grade students at SD Negeri Baran, located in Piring Village.
Srihardono Village.
Pundong Subdistrict.
Bantul Regency.
Special Region of Yogyakarta, in the first semester of the 2023/2024 academic year.
A total of 9 students were involved in this study.
Data were collected through tests and observation techniques.
Quantitative data in the form of student test results were analyzed using descriptive quantitative techniques to determine the improvement in learning outcomes from pre-action to each cycle.
Meanwhile, qualitative data were analyzed using a descriptive qualitative approach to evaluate student engagement and the effectiveness of implementing the NHT An explanation of data collection techniques and instruments, specifically tests and observations, can be seen as follows.
Test The learning outcomes of social studies were assessed using the NHT (Numbered Heads Togethe.
method through a learning outcomes test.
This test was based on the social studies subject matter, specifically "Cultural Diversity in Indonesia.
" The test was administered at the end of each meeting and consisted of 2-point essay questions.
The explanation of the written test instrument for data collection is as follows.
Written Test Instrument Table 1: Learning Achievement Test Results Table Basic Competence Indicator 2 Showing concern for various social, economic, cultural, ethnic, and religious diversity in the local province as part of Indonesia's national identity and its relation to spatial characteristics.
1 Explaining Indonesia's Correct Item Type Essay Number Questions Observation The researcher conducted observations by observing and recording the implementation of IPS (Social Studie.
learning using the collaborative learning style Numbered Heads Together (NHT), as well as the activities shown by students during the learning process.
Observations were carried out based on observation sheets.
Further explanation about the data collection instrument in the form of an observation tool can be seen as follows.
Observation Tool Observation utilizes observation sheets as a guide for conducting observations to achieve the desired results.
The observation sheets are intended for obtaining data on the abilities of teachers and students during the teaching and learning process, and are used in this research, specifically for the NHT (Numbered Heads Togethe.
collaborative learning model.
Table 2.
Teacher Observation Sheet Blueprint Variable Observable Aspects Parameters Items Number of Items Numbered Heads Together (NHT) Cooperative Learning Model Teacher's steps in using the "Numbered Heads Together" Cooperative Learning model Student acquisition Material Group problemsolving and numbering of each group member Guidance during Provide feedback on student Awards Table 3.
Grid of Student Observation Sheet Variable Observable Aspects Parameters Items Number of Items Numbered Heads Together (NHT) Cooperative Learning Model Implementing Steps of the "Numbered Heads Together" Cooperative Learning Model Student readiness for learning Group formation and numbering Discussion Presentation Providing feedback Receiving awards Concluding the lesson material Instrument Validation Test Results To ensure that the instruments used in this study are appropriate and capable of measuring what they are intended to measure, a content validity test was conducted using expert judgment.
This validity test was carried out before the instruments were used for data This research instrument was given to three experts: a lecturer specializing in Social Studies content, an elementary education practitioner who is an experienced Social Studies teacher, and a lecturer specializing in instructional design for Social Studies.
The following is the table of expert judgment results conducted by the experts.
No Rated aspect
Expert 1 Expert 2 Expert 3 Average Score
Suitability of instrument content with 3,66 learning indicators Relevance of questions to social studies 3,66 learning objectives Clarity of wording/language in questions 3,66 or instruments The suitability of the NHT model syntax
3,66
to the existing learning stages The suitability of the RPP for 3,33 implementation in fourth grade learning Suitability of pretest and posttest questions with the competencies being Potential instruments for measuring improvements in learning outcomes Rating Scale 1= Not Eligible 2= Less Eligible 3= Quite Eligible 4= Very Eligible Data Interpretation Average value of all aspects= 3,66 3,66 3,66 3,66 3,33 4 4 /7 = 3,71 Based on the expertsAo assessments, all instruments and learning materials were deemed suitable for use after minor revisions were made to several technical aspects of wording and question adjustments Data Analysis Methodology Qualitative and quantitative descriptive methods are used for data analysis examination.
Qualitative descriptive is used for qualitatively reading the results and conducting classroom action research based on observations of classroom learning.
Quantitative descriptive methods are utilized to consider the average percentage of student test scores at the end of the activity.
The formula looks like this:
P = percentage f = frequency N = total frequency / number of students Data is considered based on various instruments, then the data is summed and the average and percentage are calculated.
Row and column tables are frequently used to present data due to their easy and simple layout.
A table consists of numbers, values, and predicates.
Table 4.
Value Range Sign Number Predicate Letter Excellent Good Sufficient Not sufficient Failure Success criteria This case study can be said to be successful if 75% of students in grade IV of Baran Elementary School are able to achieve a minimum KKM score of 75.
RESULT and DISCUSSION Initial Condition of Learning Outcomes In the early semester of the 2023/2024 academic year, the initial learning outcomes of Grade 4 students at SD N Baran in Social Studies (IPS) on the topic of cultural diversity in Indonesia were still far below the Minimum Mastery Criteria (KKM), which is 75.
This was evident in the results of the daily test assessments for the Social Studies subject, where all 9 students had not achieved the KKM of 75.
Based on the researcherAos observations of all students in Grade 4, many students experienced difficulties in learning Social Studies.
Generally, students found Social Studies challenging because it requires a lot of memorization and tends to be boring.
As a result, students appeared passive and showed little interest during the teaching and learning process.
The lack of student motivation to learn is driven by the way the teacher delivers the lesson material.
During the learning process, students are encouraged merely to read books and then discuss the material, with the dominant method being lectures and assignments.
This approach has not succeeded in fostering interaction among students, making them passive and bored during classroom learning.
Additionally, students show little interest in learning, and when the teacher asks questions, no one responds.
Students tend to talk and joke around with their peers instead, paying little attention to the teacher's explanation of the This results in low achievement scores in the Social Studies subject.
The results of the Social Studies test before carrying out an activity can be observed in the following list:
Tabel 5.
Achievement of Social Studies Test Answers in the Preliminary Stage No.
Initials Name
Number
Information PERI
ZAMAN
FTP
SCFM
MIV
MNAH
MNF
RDS
PDB
Kuantitas Skor tertinggi Nilai terendah Kelas menengah From the results of the pre-action Social Studies test, the highest score obtained was 70, the lowest was 30, and the class average was 56.
Table 6.
Student Mastery in Solving Social Studies Questions at the Action Preparation Stage Criteria Number of Percentage Students Completed Not Completed Total Based on the table above, the data show that none of the students achieved mastery in Social Studies .
%), and all 9 students .
%) had not yet achieved mastery.
Based on this data, it can be concluded that during the Social Studies learning process prior to applying the discussion-based or cooperative learning model .
pecifically the NHT typ.
, students' achievement needed improvementAiparticularly among Grade IV students at SD N Baran.
Pretest Data Here is the pretest result data collected from 9 fourth-grade students of SD N Baran.
Table 7.
Student Pretest Score Data
Initials Name
PERI
ZAMAN
Pretest Value Information FTP
SCFM
MIV
MNAH
MNF
RDS
PDB
Recapitulation of Pretest Results Highest Score
: 80
Lowest Score
: 40
Class Average : 60,55 Students Passed (Ou .
: 3 Students Failing (< .
: 6 The initial condition of the Grade IV students at SD N Baran before the classroom action showed unsatisfactory Social Studies test results.
Several students scored below the minimum mastery criterion (KKM), which is 75.
In general, students found Social Studies difficult because it required a lot of memorization and tended to be boring, causing them to be passive and less interested during the learning process (Ishii et al.
, 2.
In Social Studies lessons, teachers still relied on conventional methods such as lecturing (Kozanitis & Nenciovici, 2.
This teacher-centered approach resulted in low student engagement.
Moreover, student interest and enthusiasm in Social Studies were still low, which significantly affected their learning To improve Social Studies learning outcomes for Grade IV students at SD N Baran, an appropriate learning model was needed to increase achievement effectively.
The collaborative learning model Numbered Heads Together (NHT) is seen as a solution to enhance Social Studies learning outcomes at SD N Baran.
This model helps students develop their potential (Warmansyah et al.
, 2.
Additionally, students can engage in group discussions to strengthen and deepen their understanding of the subject matter (Dyson et al.
Table 8.
Student Observation Sheet in IPS Learning with the NHT Model Observed Aspect Indicator Observation Remarks Result .
Students' enthusiasm in Students Students showed ue enthusiastic, focused, and high interest from active during NHT explanation the beginning of the lesson Activeness in group Students Active discussion ue collaborated to find answers and mutual help occurred within the groups StudentsAo responsibility All in understanding the understand because anyone could be ue Ability answer Students were able to answer questions individually when their number was called ue Social interaction among Positive two-way among group members ue TeacherAos as The teacher guided, directed, and provided reinforcement ue Classroom atmosphere The during learning conducive, orderly, and active ue Students listened attentively and took notes as a Most Students respected othersAo opinions and built The teacher monitored and assisted each The class became more lively and less monotonous This intervention was carried out in two cycles, each consisting of two face-to-face sessions, with each session lasting two class periods .
minutes tota.
Cycle I was a refinement of Social Studies instruction in Grade IV.
Learning outcomes using the NHT collaborative learning model improved after its application.
The following is the student score data in cycle 1 by applying the NHT method.
Post Test Cycle 1 Here is the post test cycle 1 result data collected from 9 fourth-grade students of SD N Baran.
Table 7.
Student Posttest Cycle 1 Score Data
Initials Name
PERI
ZAMAN
FTP
SCFM
MIV
MNAH
MNF
RDS
PDB
Pretest Value Recapitulation of Posttest Cycle 1 Results Information Highest Score
: 85
Lowest Score
: 40
Class Average : 68, 33 Students Passed (Ou .
: 5 Students Failing (< .
: 4 In Cycle I, the learning topic was AuCultural Diversity in Indonesia,Ay focusing on the diversity of ethnic groups and local languages across the country.
During Cycle I, the class average increased from 60.
retest-actio.
33 based on Social Studies test scores.
The percentage of students achieving mastery also rosefrom 33, 3% in the pretest phase to 55,5% in Cycle I.
In the first cycle, shortcomings were still found.
The discussion process did not run optimally.
Most students still had difficulty expressing their opinions.
Some students appeared unserious and passive during discussions.
In group activities, not all members could perform well.
This led to a lack of collaboration among group members.
Students were not actively presenting the results of their discussions.
The presentation process was repetitive only the same students were willing to present and solve questions in front of the class.
improve the research outcomes in Cycle I, a follow-up was required in Cycle II.
In Cycle II, the teacher implemented a group-based learning style using the NHT (Numbered Heads Togethe.
method during Social Studies lessons, addressing the weaknesses found in Cycle I.
The material taught in Cycle II was "Cultural Diversity in Indonesia in Relation to Traditional Houses and Traditional Clothing.
" In this second cycle, the teacher enhanced the learning process.
Improvements included: using engaging visual aids, giving rewards to students who actively participated in discussions, appointing passive students as group leaders, and assigning scores to students who were willing to speak in front of the class.
Post Test Cycle 2 Here is the post test cycle 2 result data collected from 9 fourth-grade students of SD N Baran.
Table 8.
Student Posttest Cycle 2 Score Data
Initials Name
PERI
ZAMAN
FTP
SCFM
MIV
MNAH
MNF
RDS
PDB
Pretest Value Recapitulation of Posttest Cycle 2 Results Highest Score
: 90
Information Lowest Score
: 70
Class Average : 80,55 Students Passed (Ou .
: 8 Students Failing (< .
: 1 The pretest Social Studies test results showed a highest score of 80, a lowest score of 40, and a class average of 60,55.
The test results at the end of Cycle I showed a highest score of 85, a lowest score of 40, and a class average of 68.
The test results at the end of Cycle II showed a highest score of 90, a lowest score of 70, and a class average of 80.
The following table presents the studentsAo mastery in solving Social Studies questions from Cycle I to Cycle II:
Graph of the Percentage Pre Test Post Test Cycle 1 Nilai Tertinggi Post Test Cycle 2 Nilai Terendah Figure 2.
Graph of the percentage of students' completion of social studies questions from Pre Test to Cycle II.
Based on the graph above, it can be explained that during the pretest stage, the highest student score was 80 and the lowest was 40.
At this stage, only 33% of students met the minimum passing criteria (KKM).
In the posttest of Cycle 1, the highest score was 85 and the lowest remained at 40.
During this stage, 55.
5% of students successfully met the KKM.
Finally, in the posttest of Cycle 2, the highest score reached 90 and the lowest was 70.
At this stage, the student success rate in achieving the KKM increased to 88.
This indicates that in the posttest of Cycle 2, the implementation of the NHT (Numbered Heads Togethe.
method effectively improved studentsAo learning outcomes in Social Studies.
The explanation above indicates that the collaborative learning model NHT (Numbered Heads Togethe.
is hypothesized to improve Social Studies learning outcomes for Grade IV students at SD N Baran.
After applying the NHT model to students, it was found that they became more interested in participating in learning activities and felt happier during the learning process.
Through cooperative learning, studentsAo academic performance can improve, along with their social skillsAiparticularly their ability to work together in groups to understand the lesson (Fernandez-Perez & Martin-Rojas, 2.
From the research results, it is clear that classroom action research aimed at improving studentsAo abilities in Social Studies using the cooperative learning model (NHT typ.
for Grade IV students at SD N Baran can be considered successful.
CONCLUSION
Based on the results of the study titled "Efforts to Improve Social Studies Learning Outcomes on the Topic of Cultural Diversity in Indonesia through the Collaborative Learning Model Numbered Heads Together (NHT) for Fourth Grade Students of SD N Baran", it can be concluded that the implementation of the NHT learning model has proven effective in improving students' learning outcomes in Social Studies.
This conclusion is supported by the improvement in studentsAo test scores over the course of the study.
In the pre-action stage, the highest score was 70, the lowest was 30, and the class average was 56.
At the end of Cycle I, the highest score increased to 80, the lowest to 40, and the class average to 63.
By the end of Cycle II, the highest score reached 90, the lowest score rose to 70, and the class average significantly improved to 80.
These findings explicitly demonstrate that the NHT model encourages active participation, collaborative learning, and better understanding of the material, resulting in a consistent increase in studentsAo academic performance.
Therefore, the NHT learning model is recommended as an effective method to enhance learning outcomes in Social Studies, particularly on the topic of cultural diversity in Indonesia.
Based on the findings of this study, it is recommended that future research continue to explore the application of the Numbered Heads Together (NHT) model in different contexts and educational levels.
The improvement in studentsAo learning outcomes from the pre-action stage .
ighest score: 70, lowest: 30, average: 56.
to the end of Cycle I .
ighest: 80, lowest:
40, average: 63.
, and further to Cycle II .
ighest: 90, lowest: 70, average: 80.
indicates the potential effectiveness of NHT in enhancing student engagement and comprehension.
Future researchers may consider the following directions:
Application Across Different Subjects Investigating the impact of NHT in subjects beyond Social Studies, such as Mathematics.
Science, or Bahasa Indonesia, to assess its broader applicability.
Comparison with Other Collaborative Learning Models Conducting comparative studies between NHT and other models like Jigsaw.
ThinkPair-Share, or Group Investigation to determine relative effectiveness.
Longitudinal Research Implementing NHT over a longer period to observe sustained impact on studentsAo academic achievement and collaboration skills.
Inclusion of Qualitative Analysis Exploring students' perceptions, motivation, and attitudes toward the NHT model through interviews or focus group discussions.
Wider Demographic Coverage Applying the model in diverse educational settingsAiurban vs rural schools, schools with varied student achievement levelsAito examine contextual influences.
REFERENCES