THE THE IMPLEMENTATION OF NUMBERED HEADS TOGETHER IN PRIMARY SCIENCE LEARNING

A QUALITATIVE CASE STUDY OF CLASSROOM PRACTICE AND DESCRIPTIVE LEARNING OUTCOMES

Abstract

This study examines how the Numbered Heads Together (NHT) cooperative learning structure was implemented in Grade IV science instruction at SDN 1 Padelegan, Pamekasan, and describes the changes in classroom participation and learning scores observed after its implementation. The study used a qualitative case-study orientation supported by descriptive analysis of students’ learning scores. Data were obtained through non-participant classroom observation, open-ended interviews with the Grade IV teacher and students, and document analysis. The classroom evidence indicates that NHT reorganized teacher–student interaction from predominantly teacher-led explanation toward structured peer discussion, individual accountability, and randomly selected student reporting. The implementation consisted of preparation, group formation, numbering, task distribution, collaborative discussion, random number calling, reporting, and joint reflection. The observation checklist recorded 9 of 10 specified implementation indicators as completed (90%). For the 23 student records available in the manuscript, the mean learning score increased from 60.65 under the earlier lecture-oriented instruction to 68.91 after NHT, an absolute increase of 8.26 points (13.62% relative to the earlier mean). Because the study did not use a control group, randomization, or a validated inferential outcome design, these score changes are interpreted descriptively rather than as causal evidence of NHT effectiveness. The findings suggest that NHT may provide a practical structure for increasing participation and shared responsibility in primary science classrooms, while also highlighting implementation constraints related to preparation time, student readiness, and anxiety when students are called to report.