EFEKTIVITAS COOPERATIVE LEARNING TYPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI MADRASAH IBTIDAIYAH SWASTA NURUL YAQIN DESA SIMPANG SUNGAI DUREN

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Rendahnya hasil belajar matematika siswa kelas IV menjadi tantangan terbesar di Madrasah Ibtidaiyah Swasta Nurul Yaqin, Desa Simpang Sungai Duren. Penelitian ini bertujuan menguji keefektifan model Cooperative Learning Type Numbered Heads Together dalam meningkatkan hasil belajar siswa. Penelitian ini memakai pendekatan kuantitatif dengan desain eksperimen, mengaitkan 2 kelas diantaranya kelas eksperimen dan kontrol. Hasil uji Wilcoxon Matched Pairs Test pada pretest serta posttest kelas eksperimen menampilkan nilai Asymp. Sig. (2-tailed) kurang dari 0,001, di bawah taraf signifikansi 0,05. Ini menunjukkan penjelasan yang jelas mengapa penerapan model Cooperative Learning Type Numbered Heads Together pada kelas eksperimen berdampak signifikan terhadap hasil belajar siswa. Sebaliknya, hasil uji Wilcoxon Matched Pairs Test pada pretest serta posttest kelas kontrol menampilkan nilai Asymp. Sig. (2-tailed) sebesar 0,003, di bawah taraf signifikansi 0,05. Ini menunjukkan penjelasan yang jelas mengenai penggunaan model konvensional dengan ceramah pada kelas kontrol mempunyai pengaruh, tetapi pengaruhnya kurang signifikan terhadap hasil belajar. Selain itu, hasil uji kelas eksperimen dan kontrol menggunakan Mann-Whitney U-Test menampilkan nilai Asymp. Sig. (2-tailed) sebesar 0,002, di bawah taraf signifikansi 0,05, menjelaskan terdapatnya perbedaan signifikan antara kedua kelompok. Oleh sebab itu, model Cooperative Learning Type Numbered Heads Together terbukti meningkatkan hasil belajar siswa.

Fourth-grade students’ low mathematics learning outcomes are the most significant challenge at Nurul Yaqin Private Elementary School, Simpang Sungai Duren Village. This study aims to determine if the Cooperative Learning Type Numbered Heads Together Model improves student learning results. This study takes a quantitative approach with an experimental design that includes two classes: experimental and control. The Wilcoxon Matched Pairs Test findings for the experimental class on the pretest and posttest revealed an Asymp. A signature value (2-tailed) of less than 0.001 is less than the 0.05 significant threshold. This provides a clear explanation for why using the Cooperative Learning Type Numbered Heads Together Model in the experimental class substantially influenced student achievement. In contrast, the Wilcoxon Matched Pairs Test findings on the pretest and posttest of the control class revealed an Asymp. The signature value (2-tailed) was 0.003, less than the significant threshold 0.05. This explains why traditional models are used, with lectures in the control class affecting learning outcomes but less critical. Furthermore, the experimental and control class test results using the Mann-Whitney U-Test revealed an Asymp. A signature value (2-tailed) of 0.002 was less than the significance limit of 0.05, indicating a significant difference between the two groups. As a result, the Cooperative Learning Type Numbered Heads Together Model was used to increase student learning results.