Mathematical problem-solving ability: The effect of numbered head together (NHT) model and mathematical prior knowledge

Abstract

This study aimed to determine the effect of the NHT (Numbered Head Together) cooperative learning model on mathematical problem-solving abilities in terms of students' mathematical prior knowledge. The researchers employed quasi-experimental research and collected the mathematical problem-solving data using a description test. At the same time, the researchers investigated students’ mathematical prior knowledge using the mid-semester examination (UTS) scores. The hypothesis was tested using the two-way ANOVA with unequal cells. The results showed that the NHT learning model provided better problem-solving skills than the direct learning model. The category of students' prior knowledge also affected their mathematical problem-solving abilities. Therefore, teachers should pay attention to the prior knowledge possessed by students so that an appropriate learning model can be selected.