The Effectiveness of the Numbered Head Together Model in Social Studies Learning: Pre-Service Teachers’ Perspectives in Microteaching Practice
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Abstract
This study aims to analyze pre-service teachers’ perceptions of the effectiveness of the Number Head Together (NHT) model in Social Studies (IPS) instruction. Although previous studies have demonstrated the impact of NHT on student learning outcomes, research exploring how pre-service teachers interpret the model’s effectiveness through their pedagogical practice experiences remains limited. This study employs a qualitative approach using a case study design conducted at the Faculty of Education, University of Makassar. The research subjects consisted of eight prospective teachers who had implemented NHT in Social Studies microteaching activities, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis through a process of coding, categorization, and theme development. The results identified four main themes: increased student participation and social interaction; enhanced motivation and a more dynamic learning atmosphere; improved understanding of IPS concepts; and implementation challenges related to time management and classroom management. The findings indicate that pre-service teachers perceive NHT as an effective learning model; however, this effectiveness is mediated by pedagogical readiness and the quality of lesson planning. This study makes a theoretical contribution by expanding the study of cooperative learning from the perspective of learning outcomes to the construction of pre-service teachers’ pedagogical beliefs, and has implications for strengthening reflective practice in teacher education.
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References
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