Effect of Numbered Heads Together Model with a Scientific Approach on Students’ Critical Thinking in Biology

Abstrak

The Numbered Heads Together (NHT) model and the Scientific approach are two effective learning strategies to improve critical thinking skills and student engagement in the learning process. This study aims to examine the effect of integrating the NHT model based on the Scientific approach on students' critical thinking skills on the material of the plant reproductive system at SMP Nasional Banau, Ternate City. The research method used was a quasi-experimental design with a Pretest-Posttest Control Group Design. The experimental group implemented the NHT model integrated with the Scientific approach, while the control used the Scientific approach (5M) without NHT integration. The research instruments included a critical thinking ability test based on high cognitive levels (C3–C6) and an observation sheet for the implementation of learning. The results of the ANCOVA test showed that there was a significant effect of the learning model on improving students' critical thinking skills (F = 9.598; sig. = 0.003). R² of 0.667 indicated that 66.7% of the variation in the post-test critical thinking score could be explained by the learning model. These findings indicate that the integration of NHT and the Scientific approach is more effective than the pure Scientific approach in improving students' critical thinking skills, especially in understanding complex materials such as the plant reproductive system. Scientific collaborative learning encourages high-level thinking processes in biology learning.