Implementation of numbered heads together as an effort to improve conceptual understanding of IPAS for fourth grade students at muara bungo nature school
DOI:
https://doi.org/10.22219/jp2sd.v13i2.41697Keywords:
Numbered Heads Together, learning process,, , learning outcomes, scienceAbstract
The main problem in elementary school learning is the dominance of educators, which results in low student engagement. Initial data shows that only 30% of students pay optimal attention to lessons, active participation is limited to two questions per session, discussion engagement reaches 50%, and timely task completion is around 70%. These conditions indicate that student motivation, interaction, and learning responsibility have not developed optimally. Therefore, a participatory and collaborative learning model is needed. The Numbered Head Together (NHT) model was chosen because it emphasizes active involvement, group cooperation, and individual responsibility, thereby potentially increasing student activity, discipline, and conceptual understanding. This study aims to describe the application of the NHT model in improving conceptual understanding of IPAS among fourth-grade students at Sekolah Alam Muara Bungo. The study used Classroom Action Research (CAR) with two cycles through the stages of planning, implementation, observation, and reflection. The research subjects consisted of 19 fourth-grade students. Data was collected through observation, testing, and documentation, using teacher and student observation sheets and learning outcome tests. Analysis was conducted qualitatively from observations and quantitatively through test average scores. The results of the study showed a significant improvement in the learning process and outcomes. Student activity increased from 36.84% to 89.47%, as seen in their participation in discussions, their courage to express their opinions, and their involvement in completing group assignments. Students' conceptual understanding of IPAS increased from 52.63% to 84.21%, especially in explaining concepts, giving examples of application, and answering evaluation questions. This study contributes by providing empirical evidence that the application of the Numbered Heads Together model effectively increases student activity and conceptual understanding, while also serving as a practical reference for teachers in developing more collaborative and meaningful learning strategies.
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