<![CDATA[EFFECT OF NUMBERED HEADS TOGETHER COOPERATIVE LEARNING ON TENTH-GRADE STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING Teaching mathematics at the secondary level often struggles with the persistent issue of students’ limited conceptual understanding, highlighting the need for approaches that truly engage learners through active participation and collaboration. This study explores the impact of the cooperative learning model Numbered Heads Together (NHT) on the mathematical conceptual understanding of tenth-grade students at SMA Negeri 2 Percut Sei Tuan. Adopting a quantitative approach with an ex-post facto design, data were gathered from student perception questionnaires on NHT implementation and posttests aimed at measuring their conceptual grasp. The analysis, conducted using simple linear regression, produced the equation Y = 26.119 + 1.436X with a significance value of 0.000 and an R² of 0.553. These results indicate that NHT contributed 55.3% to enhancing students’ conceptual understanding. Therefore, NHT should be viewed not just as a teaching alternative, but as an effective strategy for building a classroom atmosphere that is interactive, collaborative, and concept-driven. By facilitating idea exchange, strengthening comprehension through group discussion, and fostering active engagement, NHT directly supports students in achieving deeper mastery of mathematical concepts.]]>
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