The Effect of The Numbered Heads Together (NHT) Learning Model Assisted By Open Questions On Mathematics Problem-Solving Skills

Abstract

Mathematical problem-solving skills are essential for meeting the demands of 21st-century learning. However, most fourth-grade students at Banjarsari State Elementary School have not met the Minimum Competency Criteria (KKM). This study aims to examine the effect of the Numbered Heads Together (NHT) learning model combined with open-ended questions on students’ mathematical problem-solving abilities. Using a quantitative experimental design, the study involved fourth-grade students, with data collected through observation, tests, and documentation. The results show that the NHT model assisted by open-ended questions positively affected students’ problem-solving skills by 69.9%. Students’ average learning outcomes increased significantly, as indicated by Zhitung ≥ Ztabel and thitung ≥ ttabel, leading to the rejection of H₀. These findings demonstrate that cooperative learning with open-ended approaches effectively enhances students’ mathematical problem-solving abilities.