Bridging cooperative learning and scientific approach: Enhancing critical thinking in middle school biology through numbered heads together

Bahtiar Bahtiar; Suparman Suparman; M. Nasir Tamalene; Junauan Abdullah; Dechathon Bongboot

doi:10.21009/biosferjpb.71002

Authors

Bahtiar Bahtiar Biology Education, Faculty of Teacher Training and Education, Universitas Khairun, Indonesia
Suparman Suparman Biology Education, Faculty of Teacher Training and Education, Universitas Khairun, Indonesia
M. Nasir Tamalene Biology Education, Faculty of Teacher Training and Education, Universitas Khairun, Indonesia
Junauan Abdullah SMP Nasional Banau, Ternate City, Maluku Utara, Indonesia
Dechathon Bongboot Bueng Kan School, Bueng Kan, Thailand

DOI:

https://doi.org/10.21009/biosferjpb.71002

Keywords:

Biology Learning, Critical Thinking, Numbered Heads Together, Scientific Approach

Abstract

Critical thinking skills help students understand concepts and recognize problems. The scientific approach is highly relevant to biology instruction; however, its group stages are often dominated by a few students because no mechanism ensures that every member is accountable for the group’s scientific work. Numbered Heads Together (NHT), a cooperative learning model, may complement the scientific approach by providing a structured framework for collaborative learning and individual accountability. This study analyzed the effect of NHT integrated with the scientific approach on junior secondary students’ critical thinking skills on the plant reproductive system. This quasi-experiment used a pretest-posttest control group design with 60 ninth-grade students from SMPN 7 Kota Ternate (experimental group) and SMP Nasional Banau Kota Ternate (control group, scientific approach without NHT). The study was conducted from March to May 2026 (even semester, 2025/2026 academic year). Although the groups came from different schools, their equivalence was established through matched prior science report card scores and pretest comparison, and pretest scores were statistically controlled as a covariate in the ANCOVA. Critical thinking was measured using 8 expert-validated HOTS essay items, and data were analyzed using ANCOVA at a 5% significance level. NHT had a significant effect on critical thinking skills (F=9.598; p=0.003), with a higher mean posttest score in the NHT group (71.07) than in the control group (67.73). The findings suggest that NHT provides opportunities for students to explain ideas, discuss solutions, and assume individual accountability within groups, which may support the development of critical thinking skills.

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