Peran Guru dalam Implementasi Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) terhadap Peningkatan Prestasi Belajar Siswa

Abstract

Teacher-centered instruction in Islamic Religious Education (IRE) at the secondary school level often limits students’ active participation and academic achievement. This study investigates the implementation of the cooperative learning model Numbered Heads Together (NHT), examines teachers’ pedagogical strategies, and identifies supporting and inhibiting factors in improving students’ learning achievement. Using a qualitative case study design, the research was conducted at SMA Negeri 1 Pare Kediri, Indonesia. Data were collected through non-participant classroom observations, in-depth interviews, and documentation analysis. Data were analyzed thematically using an interactive model supported by triangulation to ensure credibility. The findings indicate that NHT was implemented systematically through heterogeneous group formation, individual numbering, structured group discussions, and random student selection for response presentation. This approach enhanced students’ active engagement, individual accountability, and collaborative learning. Teachers’ instructional strategies, including motivation, facilitation, and classroom management, were instrumental in the successful application of NHT. Supporting factors included teacher preparedness, institutional support, and adequate learning resources, while challenges involved time constraints and differences in students’ academic abilities. The study highlights the potential of NHT to promote student-centered learning in Islamic Religious Education.