The use of the Numbered Head Together (NHT) Cooperative learning model to reduce mathematics anxiety in grade XI students at MAN Sumenep

Nabiela, Firyal Alya and Masamah, Ulfa ORCID: https://orcid.org/0000-0001-8412-7153 (2025) The use of the Numbered Head Together (NHT) Cooperative learning model to reduce mathematics anxiety in grade XI students at MAN Sumenep. International Journal of Multicultural and Multireligious Understanding, 12 (7). pp. 338-346. ISSN 2364-5369

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Abstract

This study aims to reduce mathematics anxiety among students of class XI-B at MAN Sumenep through the implementation of the cooperative learning model, Numbered Head Together (NHT). Mathematics anxiety is a psychological barrier that affects students’ motivation, self-confidence, and academic performance. The research was conducted as a Classroom Action Research consisting of two cycles, each involving the stages of planning, action, observation, and reflection. The subjects were 35 students selected through total sampling based on observations and anxiety questionnaires conducted during the pre-cycle stage. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative methods. The results showed that the NHT model significantly reduced students’ mathematics anxiety. In the pre-cycle, most students fell into the moderate to high anxiety categories. After two cycles of NHT implementation, the percentage of students with high anxiety decreased from 54.3% to 11.4%, while those with low anxiety increased from 11.4% to 54.3%. The learning process became more interactive, collaborative, and emotionally supportive. Students were more confident, actively participated in discussions, and were more engaged in learning activities. The study concludes that the NHT model is effective in creating a learning environment that supports the reduction of mathematics anxiety. Nevertheless, further efforts are needed to assist students who still exhibit high anxiety through individualized approaches. These findings imply that teachers should utilize instructional strategies that address not only cognitive learning outcomes but also students’ psychological well-being.

Item Type:	Journal Article
Keywords:	Classroom Action Research; Math Anxiety; Mathematical Learning; Numbered Heads Together
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Mathematics Education
Depositing User:	Ulfa Masamah
Date Deposited:	28 Jul 2025 14:37

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