International Journal for Educational andVocational Studies

Vol. 2, No. 3, March 2020, pp. 301-303

Available online athttp://ojs.unimal.ac.id/index.php/ijevs DOI: https://doi.org/10.29103/ijevs.v2i3.2445
Research Article E-ISSN: 2684-6950

Improving Students’ Learning Result Using Numbered Heads

Together Model
Mauliza*

Department of Chemistry Education, Faculty of Teacher Training and Education, Samudra University, Kota Langsa, 24416, Indonesia
mauliza@unsam.ac.id
*Corresponding Author
Whatsapp Number [+62-85361091239]

How to Cite: Mauliza, M. (2020). Improving Students’ Learning Result Using Numbered Heads Together Model. International Journal for Educational and Vocational Studies,
2(3), 301-303. DOI: https://doi.org/10.29103/ijevs.v2i3.2445

ARTICLE HISTORY ABSTRACT

Received: 23 February 2020
This study aimed to determine the increase in student cognitive learning outcomes within material of occupational
health and safety at the laboratory by implementing the Numbered Heads Together model, as well as obtains the
Revised: 28 February 2020
students’ perspective toward the implementation of the model. This research was conducted with a
Accepted: 8 March 2020
quasi-experimental method through one group pretest-posttest design conducted at University of Samudra. Data
KEYWORDS collection was done by pretest and posttest to find the escalation in cognitive learning outcomes, as well as a
questionnaire to determine student responses to the numbered heads together learning model. The average
Learning Outcomes; value of N-gain cognitive learning outcomes was 0.51, which was categorized as moderate category; it meant
Health and Safety; that in general, there was an increase in cognitive learning outcomes of students. Descriptively, students also
Laboratory Material; gave a positive response toward implementation of the Numbered Heads Together model, so it can be concluded
Numbered Heads Together Model; that learning with the Numbered Heads Together Model can improve student cognitive learning outcomes.

This is an open access article under the CC–BY-SA license.

1. INTRODUCTION
Learning process is one of the most influencing factors in are cooperative models, one of which is the numbered heads
the education unit. All changes, problems and challenges together. Jacobsen (2009) states that the Numbered Head
that arise in the world of education must be able to be faced Together (NHT) is a learning model that involves more
with an open attitude and creative thinking; therefore, students in discussions to understand the material in a
education is significant for humans to help develop their lesson and evaluates the extent of students' understanding
potencies. An active interaction between students and of the material. This model can be applied to all subjects
educators is needed in the teaching and learning process and for all levels of students. In this learning model,
(Widiawati et al., 2014). The interaction makes the students are grouped into learning groups consisting of
learning process more meaningful.Thus, the objectives of students who work together in a learning activity. Every
learning can be achieved as maximum as possible. student in one group is expected to be able to work together
and take responsibility both to themselves and the group.
The interaction between educators and students also
occurs at the tertiary level, namely between lecturers and Some previous studies mentioned that, the NHT type of
students. Successful learning is demonstrated by the cooperative learning model affected critical thinking skills
mastery of lecture material by students with a level of with an effect size index of 0.7 with a percentage of 76%
mastery of the concept of the material usually expressed by better than conventional learning (Wati and Fatimah,
value (Fransisca, 2019). Slavin (2011) states that by using 2016). The NHT learning model also has an effect on the
mutual discussion and collaboration with friends and ability to remember students by 24.03% higher than
interdependence, in the structure of tasks, goals and prizes, conventional learning (Nursyamsi and Corebima, 2016). In
will ease students understanding concepts that are addition, the average student learning outcomes using the
classified as difficult. The purpose of education in learning NHT model is greater than the use of the TPS model
can be achieved in one way, namely the application of (Rahayu and Suningsih, 2018). Laboratory Basic
effective learning models. Learning models that are Engineering course is one of the basic courses that must be
considered effective to be applied in the learning process attended by first semester students with a total weight of

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Mauliza International Journal for Educational and Vocational Studies, Vol. 2, No. 3, March 2020, pp. 301-303

two SKS. One of the material taught is Occupational Laboratory Engineering courses in the 2015/2016 academic
Health and Safety in the Laboratory. year. Data were collected using test and non-test
Based on the results of preliminary observations on the instruments.Improved student cognitive learning outcomes
previous material, information was obtained that there were measured using a test instrument in the form of a
were several obstacles in which many of the students were pretest and posttest.Student responses toward learning
less motivated so that they had difficulty understanding using the numbered heads together model were collected
the learning of Basic Laboratory Techniques, which using a non-test instrument in the form of a questionnaire
resulted in low learning outcomes. Therefore, efforts are sheet.
needed to make changes and improvements to learning
strategies that can lead students to want to be actively
2.2 Data Analysis
involved in learning activities. The change chosen in this
study was the application of the Numbered Head Together The research data in the form of pretest and posttest values
learning model. were analyzed by calculating the normalized gain (N-gain).
According to Fraenkel (2012) the increase that occurs after
learning is carried out can be calculated with the following
2. MATERIALS AND METHODS formula:
This study was done as a quasi-experimental research. The
design used in this study was one group pretest posttest
design (Fraenkel et al., 2012). This research consists of
three stages, namely: (1) giving a test at the beginning of
learning (pretest); (2) the implementation of learning with The responses toward questionnaires were analyzed
the model numbered heads together; and (3) giving tests at using descriptive technic as a triangulation toward the
the end of learning (posttest). result of statistical data.
This study was conducted in the Department of Biology
Education at Samudra University. It was done during the
teaching of health and safety material within the course of 3. RESULTS AND DISCUSSION
Technics in Laboratory during the academic year of 3.1 Statistical Data Analysis
2015/2016.
The score for pretest and posttest was described on Table 1,
the N-gain was in table 2 and students’ responses was in
2.1 Data Collection table 3.

The samples in this study were 21 students who took

Table 1.Score for Pretest and Posttest

Statistical Parameter Pretest Posttest
Number of Students 21 21
Lowest Score 75 95
Highest Score 25 60
Average 46.16 74.52

Table 2. N-gain for Learning Result

Statistical Parameter N-Gain for Learning Result
Number of Students 21
Lowest Score 0.89
Highest Score 0.20
Average 0.51

Table 3.Analysis of Students’ Responses toward Numbered Head Together

Responses Number of Responses Score Percentage (%)
Highly agree 47 188 15.69
Agree 192 576 45.00
Disagree 81 162 12.65
Highly disagree 0 0 0

and then given a posttest. The average value of student

3.2 Discussion
cognitive learning outcomes at the time of the pretest is
The initial state of the sample is measured by being given a 46.19 then an increase in the value at the posttest is 74.52
pretest, then given a numbered heads together learning, can be seen based on Table. This is consistent with the
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Mauliza International Journal for Educational and Vocational Studies, Vol. 2, No. 3, March 2020, pp. 301-303

opinion of Mulyana et al. (2016) which said that learning dan Software Circuit Wizard. Journal of Vacational
outcomes increased by 89.65% after the application of the and Technical Education 01(01): 7:19.
NHT model. The similar result was also obtained by
Jacobsen, D. A., P. Eggen, dan D. Kauchak. (2009). Methods
Wijayantiet.al (2017), which indicated improvement toward
for Teaching: Metode-Metode Pengajaran Meningkatkan
learning by implementing NHT.
Belajar Peserta didik TK-SMA. Yogyakarta: Pustaka
Increased student cognitive learning outcomes achieved Pelajar.
can be determined by the calculation of N-gain. Based on
Table.2 obtained the highest N-gain value is 0.89 and the Mulyana, M.A., N. Hanifah, dan A.K. Jayadinata. (2016).
lowest is 0.20. The results of the average N-gain is 0.51 Penerapan Model Kooperatif Tipe Numbered Heads
included in the medium category. This means that in Together (NHT) untuk Meningkatkan Hasil Belajar
general there is an increase in student cognitive learning Siswa pada Materi Kenampakan Alam dan Sosial
outcomes after learning about occupational health and Budaya. Jurnal Pena Ilmiah 1(1):331-340.
safety material in the laboratory with the numbered heads Nursyamsi, S.Y. dan A.D. Corebima. (2016). The Effect of
together model. This is consistent with the opinion of Numbered Heads Together (NHT) learning Strategi on
Ernawati (2015) who said that learning outcomes in the the Retention of Senior High School Students in Muara
Biochemistry course and student activities in learning have Badak, East Kalimantan, Indonesia. European Journal
increased after the use of the numbered heads together of Education Studies 2(5):47-58.
model. And Sulfiani (2016), also said that there was an
increase in student learning outcomes after the application Rahayu, S. dan A.Suningsih. (2018). The Effects of Type
of the cooperative learning model numbered heads Learning Model Nembered Head Together and Think
together. Pair Share. International Journal of Trends in
Mathematics Education Research 1(1):19-21.
Based on the analysis of the questionnaire responses of
students in Table 3, a percentage calculation was made of Slavin, A. (2011). Pembelajaran Kooperatif TipeNHT,
each response. The questionnaire sheet consisted of 16 Terjemahan.Jakarta: RinekaCipta.
statement items that were filled out by 21 students, based
Sulfiani, R. (2016). Application of CooperativeLearning
on the results of the analysis obtained answers that
Model Numbered Head Together (NHT) to Improve
strongly agree as much as 15.69%, agree as much as
Student Learning Outcomes Chemistry Class XI IPA 1
45.00%, disagree as much as 12.65%. The percentage of all
SMAN 3 Watampone (Studies on thetopicStructure of
questionnaire answers obtained was 73.34%, so that it was
Atoms, Periodic System of ElementsandMoleculesForm).
included in the agreed criteria and it was generally
Jurnal Chemica 17(1):1-13.
concluded that the students agreed if the numbered heads
together learning model was applied. Wati, W. dan R. Fatimah. (2016). EffectSize Model
Pembelajaran Kooperatif Tipe Numbered Heads
Together (NHT) terhadap Kemampuan Berpikir Kritis
4. CONCLUSION Siswa pada Pembelajaran Fisika. Jurnal Ilmiah
Based on the results of research and discussion it can be Pendidikan Fisika Al-BiRuNi 05(2):213-222.
concluded that learning laboratory techniques with the Widiawati, R., N. Kurnia, dan E. Ariyati. (2014). Penerapan
implementation of the numbered heads together model can Pembelajaran Kooperatif STAD pada Materi Archae
improve student cognitive learning outcomes, and overall baca teriadan Eubacteria terhadap Hasil Belajar Siswa.
the implementation of the numbered heads together model Artikel Penelitian. Pontianak: Program Studi
gets a positive response from students. Pendidikan Biologi FKIP Universitas Tanjungpura.

Wijayanti, N.W., Roemintoyo, dan T. Murwaningsih. (2017).

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