<![CDATA[This study aimed to examine the effectiveness of the Numbered Heads Together (NHT) cooperative learning model assisted by GeoGebra on students’ learning motivation and mathematical problem-solving ability simultaneously. A quantitative approach with a quasi-experimental method was employed using a pretest–posttest non-equivalent control group design. The sample consisted of an experimental class taught using GeoGebra-assisted NHT and a control class taught using conventional learning. Data were collected through a mathematical problem-solving test and a learning motivation questionnaire, then analyzed using an independent t-test, N-Gain, and MANOVA. The independent t-test results showed no significant difference in students’ learning motivation between the experimental and control classes, while a significant difference was found in mathematical problem-solving ability. The N-Gain results indicated that problem-solving ability increased by 63% in the experimental class and 48% in the control class, showing a 15% advantage for the experimental class. However, learning motivation decreased by 0.1% in the experimental class and increased by 9% in the control class, both categorized as ineffective. The MANOVA results revealed a significant simultaneous difference between the two classes. Therefore, GeoGebra-assisted NHT was more effective in improving mathematical problem-solving ability but was not effective in enhancing students’ learning motivation.]]>
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