Enhancing Student Learning Outcomes through Collaborative Learning: A Classroom Action Research using Numbered Head Together (NHT) Model in Elementary Science Education

Authors

  • Susilawati Susilawati SD Negeri Wono Sari, Indonesia
  • Asnita Hasibuan Universitas Katolik Santo Thomas, Indonesia

DOI:

https://doi.org/10.31004/jptam.v8i1.13405

Keywords:

Model Pembelajaran Numbered Head Together (NHT), Penelitian Tindakan Kelas (PTK)

Abstract

Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Metodologi penelitian meliputi perencanaan, pelaksanaan, observasi dan refleksi pada setiap siklusnya. Pada siklus I diamati permasalahan dalam mengelola dinamika kelompok dan meningkatkan interaksi siswa. Namun melalui refleksi dan perubahan pada siklus II terlihat adanya peningkatan yang cukup besar pada aktivitas guru dan siswa. Paradigma pembelajaran NHT dimanfaatkan sebagai teknik kolaboratif untuk meningkatkan partisipasi dan interaksi siswa dalam kelompok. Hasil penelitian menunjukkan adanya peningkatan yang baik pada aktivitas guru dan siswa serta hasil belajar siswa. Pada siklus II terjadi peningkatan persentase siswa yang mencapai ketuntasan belajar, hal ini menunjukkan efisiensi model pembelajaran NHT dalam meningkatkan prestasi akademik siswa. Kesimpulannya, penerapan model pembelajaran NHT dapat dipandang sebagai pendekatan yang efektif untuk meningkatkan kualitas pembelajaran dan hasil belajar siswa dalam konteks [mata pelajaran tertentu]. Rekomendasi diberikan untuk memasukkan model pembelajaran NHT dalam praktik pembelajaran sehari-hari untuk memperkaya pengalaman belajar siswa dan meningkatkan interaksinya dalam pembelajaran kelompok.

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Published

31-01-2024

How to Cite

Susilawati, S., & Hasibuan, A. (2024). Enhancing Student Learning Outcomes through Collaborative Learning: A Classroom Action Research using Numbered Head Together (NHT) Model in Elementary Science Education. Jurnal Pendidikan Tambusai, 8(1), 6575–6583. https://doi.org/10.31004/jptam.v8i1.13405

Issue

Vol. 8 No. 1 (2024): April 2024

Section

Articles of Research

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