Shale Afif, Susi Hidayat, Afif Nurseha, Ajat Saputra

Pengaruh Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) terhadap Pemahaman Materi Tata Krama dalam Pendidikan Agama Islam dan Budi Pekerti

Introduction

Pengaruh model pembelajaran kooperatif tipe numbered head together (nht) terhadap pemahaman materi tata krama dalam pendidikan agama islam dan budi pekerti. Teliti pengaruh model pembelajaran Kooperatif NHT terhadap pemahaman materi tata krama dalam Pendidikan Agama Islam dan Budi Pekerti. Hasilnya, NHT efektif tingkatkan pemahaman siswa.

Abstract

The research problems in this study are how the influence of students' initial understanding of etiquette material, how the influence of the Numbered Head Together (NHT) learning model on student understanding, and how the differences in understanding between experimental and control groups in learning etiquette. The research method uses true experimental with pretest-posttest group design, involving an experimental group implementing the Numbered Head Together (NHT) learning model and a control group. The results show: first, there is a significant influence of students' initial understanding of etiquette material (significance 0.000 less than 0.05) with an average pretest score of 6,29; second, the Numbered Head Together (NHT) learning model has a significant effect on increasing student understanding, shown by an average posttest score of 17.59; third, there are significant differences between the experimental group (average 16,94) and control group (average 11,82), proving the effectiveness of the Numbered Head Together (NHT) learning model in improving students' understanding of etiquette compared.

Review

This paper presents an investigation into the influence of the Numbered Head Together (NHT) cooperative learning model on students' understanding of etiquette within the curriculum of Islamic Religious Education and Character Education. The study addresses a relevant pedagogical question regarding effective teaching strategies for both cognitive comprehension and character development. By exploring the NHT model, the research aims to contribute empirical data to the field, particularly highlighting its potential in a subject domain that intrinsically links academic understanding with socio-moral values. The research employed a true experimental design using a pretest-posttest group methodology, comparing an experimental group exposed to the NHT model against a control group. The findings consistently point towards the effectiveness of the NHT model. Specifically, the study found a significant influence of students' initial understanding of etiquette material. More importantly, the NHT learning model was shown to have a significant positive effect on increasing student understanding, evidenced by a marked improvement in posttest scores. This conclusion is further reinforced by the statistically significant difference observed between the experimental group (average 16.94) and the control group (average 11.82), providing strong evidence for NHT's efficacy in enhancing students' grasp of the subject. In summary, this study offers valuable insights into the practical application and benefits of the NHT cooperative learning model within a specific educational setting. Its primary strength lies in its clear experimental design, which allows for robust conclusions regarding the causal link between the intervention and improved understanding. While the abstract clearly articulates the significant statistical outcomes, a full manuscript would ideally expand upon the nuances of "understanding etiquette," discuss the theoretical implications in greater depth, and perhaps provide more context for the score ranges (e.g., maximum possible score). Nevertheless, the reported results compellingly suggest that the NHT model is a powerful tool for educators aiming to improve student comprehension in subjects combining academic content with character education.

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