Learning Science with Numbered Heads Together (NHT) based on Growth Mindset Improving Science Literacy and Learning Agility of Elementary School Students

Abstract

The low scientific literacy in students is due to several factors such as lack of motivation, negative attitudes towards teachers, low self-esteem, and lack of confidence in self-ability. This study aims to analyze the effectiveness of the Numbered Head Together (NHT) learning model based on the Growth Mindset of scientific literacy and learning agility of elementary school students. This type of research is quasi-experimental (quasi-experimental). The research design is a post-test-only control group design. The population of this study were fifth-grade students who found 137 people. Samples were taken using random sampling obtained 59 students. The data collection method used is a test. The instrument used in collecting data is test questions. Data analysis using descriptive statistics and inferential statistics, namely with Manova. The Manova analysis was preceded by several prerequisite tests: normality test, homogeneity test of variance and multivariate, variable multicollinearity test. The results showed a significance value of 0.00 (<0.05) for the scientific literacy variable, which means that there is a significant effect of learning using the Numbered Head Together (NHT) cooperative model based on the Growth Mindset on students' scientific literacy. The significance value of 0.00 (<0.05) for the learning agility variable shows that there is a significant effect in learning using the Numbered Head Together (NHT) cooperative model based on the Growth Mindset on student learning agility. It is concluded that the Numbered Head Together (NHT) cooperative model based on the Growth Mindset can improve scientific literacy and the Agile Learner of elementary school students