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| Illustration by Ai |
A classroom study at UPT SD Negeri 3 Timoreng Panua, Sidenreng Rappang (Sidrap) Regency, South Sulawesi, found that the Numbered Head Together (NHT) cooperative learning model substantially improved fifth-grade students’ learning outcomes in Pancasila Education. The study was conducted by Musfirah, Ritha Tuken, and Nurkhaliza Jabir of Makassar State University (Universitas Negeri Makassar) during the 2025/2026 school year, with classroom interventions carried out in April 2026. The findings are important for elementary education because they show that structured group discussion can increase student participation while improving academic achievement.
Low Achievement Prompted a New
Classroom Approach
Pancasila Education is a
compulsory subject in Indonesian elementary schools under the Independent
Curriculum. Beyond academic knowledge, the subject is intended to help students
develop character, responsibility, morality, and an understanding of values
related to life as citizens.
However, classroom observations
at UPT SD Negeri 3 Timoreng Panua on February 24, 2026, revealed a significant
learning gap. Of the 26 fifth-grade students, only five students, or 19.23
percent, had reached the Learning Goal Achievement Criteria (KKTP) score of at
least 75. The remaining 21 students, representing 80.76 percent of the class,
had not reached the standard.
The researchers identified two
major classroom challenges. Teachers were still relying heavily on reading
materials and had not consistently used varied learning models. Meanwhile,
students tended to be less active, became bored easily, and were not fully
engaged in group cooperation.
The researchers turned to the
Numbered Head Together model as a way to make students more responsible for
understanding learning material. In NHT, students work in small groups and each
student receives a number. After discussing a question together, the teacher
randomly calls a number, and the student with that number represents the group
in answering. This structure encourages every student to understand the
discussion because anyone may be selected to respond.
How the NHT Model Was Tested
Musfirah, Tuken, and Jabir used a
classroom action research design involving one teacher and 26 fifth-grade
students—12 boys and 14 girls. The study took place during the even semester of
the 2025/2026 academic year.
The intervention consisted of two
cycles, with two classroom meetings in each cycle. Cycle I was conducted on
April 14–15, 2026, while Cycle II took place on April 21 and 25, 2026, at UPT
SD Negeri 3 Timoreng Panua, Lanrang, Panca Ribang District, Sidrap Regency,
South Sulawesi.
Each cycle followed four basic
stages: planning, implementation, observation, and reflection. During lessons,
teachers applied the four main NHT steps: numbering students, asking questions,
allowing students to think and discuss together, and calling students to
answer.
The researchers evaluated teacher
and student activities through classroom observations. They also used a
10-question multiple-choice test at the end of each cycle to measure learning
outcomes, supported by documentation such as photographs, videos, and score
records.
The study considered the learning
process successful when teacher and student activities reached at least 76
percent. Student learning outcomes were considered successful when at least 76
percent of students achieved a KKTP score of 75 or higher.
Learning Outcomes Increased
After NHT Improvements
The first cycle showed that the
NHT model had not yet reached the study's success criteria. Teacher activity
increased from 66.66 percent in the first meeting to 75 percent in the second
meeting. Student activity also increased, from 67.62 percent to 75 percent.
However, only 12 of the 26
students, or 46.15 percent, achieved a score of at least 75. The average
student score was 69.23. These results placed learning completeness in the
“sufficient” category and remained below the required 76 percent threshold.
Reflection after Cycle I revealed
several problems. Teachers had not explained the purpose of student numbering
clearly enough, had not ensured that all group members participated actively,
and had not provided sufficient reinforcement or clarification after students
answered questions.
The researchers then adjusted the
teaching strategy in Cycle II. Teachers explained the numbering system more
clearly, monitored group discussions more closely, encouraged every student to
participate, and provided additional explanations for student responses.
Students were also encouraged to communicate their ideas and become more
confident in answering questions.
The changes produced stronger
results.
Teacher activity rose to 83.33
percent in the first meeting of Cycle II and 91.66 percent in the
second. Student activity increased to 79.16 percent and then 85.89
percent.
Most importantly, 21 of 26
students, or 80.76 percent, achieved a KKTP score of at least 75. The
average score increased to 82.30, compared with 69.23 in Cycle I.
Learning completeness therefore moved from the “sufficient” category to the
“good” category.
Overall, the proportion of
students meeting the learning standard increased by 34.61 percentage points,
from 46.15 percent to 80.76 percent.
Why Group Responsibility
Matters
The researchers attribute the
improvement partly to the way NHT distributes responsibility among students.
Because the teacher can randomly select any numbered student to answer, each
group member has a reason to understand the material rather than depending
entirely on one student.
Musfirah, Tuken, and Jabir from
Universitas Negeri Makassar describe NHT as a cooperative strategy that
strengthens active participation, group cooperation, and shared responsibility.
Their findings show that clearer instructions, closer discussion guidance, and
reinforcement of student answers helped turn group activities into more
effective learning experiences.
The approach also encourages
students to exchange ideas with peers. This can help students become more
confident in expressing opinions and can create a classroom environment where
learning is not limited to communication between teacher and individual student.
However, the authors caution that
NHT requires effective classroom management. Group discussions can consume
substantial classroom time, and teachers need to ensure that passive students
do not remain excluded from the discussion. The success observed in this study
therefore depended not only on introducing NHT but also on improving how the
model was implemented.
Implications for Elementary
Education
The results provide teachers with
a practical alternative for Pancasila Education lessons in elementary schools.
NHT can be used when teachers want students to discuss concepts, solve
questions collaboratively, and take individual responsibility within a group.
For schools, the findings
highlight the importance of supporting teachers who want to adopt innovative
learning models. The authors recommend teacher training, stronger classroom
facilitation, and effective management of group discussions.
The study also has clear
limitations. It was conducted in only one fifth-grade class at one school and
involved just two cycles. It focused on material concerning attitudes and
behavior related to maintaining national unity, so the results cannot automatically
be generalized to every Pancasila Education topic or school. The authors
recommend future studies involving other subjects, education levels, materials,
and potentially quantitative methods for broader measurement.
Author Profile
Musfirah — Universitas
Negeri Makassar. Musfirah is the corresponding author and one of the authors of
the study. The article does not provide a full academic degree or detailed
field-of-expertise profile for Musfirah beyond the study's focus on elementary
education and Pancasila Education.
Ritha Tuken — Universitas
Negeri Makassar. The article identifies Ritha Tuken as a co-author. The source
does not provide a complete author biography or specific academic
specialization.
Nurkhaliza Jabir —
Universitas Negeri Makassar. Jabir is listed as a co-author. The article does
not state a full academic degree or detailed field of expertise.
The article's acknowledgments
identify Musfirah as Dr. Musfirah, S.Pd., M.Pd. and Ritha Tuken as Dra.
Ritha Tuken, M.Pd., but no additional author-degree information is provided
for Nurkhaliza Jabir.
Source
Article title: Application
of NHT Type Cooperative Model to Improve Pancasila Education Learning Outcomes
for Class V Students of SD Negeri 3 Timoreng Panua Sidrap Regency
Journal: International Journal of Applied and Advanced
Multidisciplinary Research (IJAAMR)
Volume: 4, Number 7, 2026, pages 623–634
Authors: Musfirah, Ritha
Tuken, Nurkhaliza Jabir
Affiliation: Makassar
State University (Universitas Negeri Makassar)
Publication year: 2026
DOI: https://doi.org/10.59890/ijaamr.v4i7.269
Official journal URL: https://nvlmultitechpublisher.my.id/index.php/ijaamr/index
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