<![CDATA[Student participation remains a persistent challenge in economics learning, particularly in classrooms where teacher-centered instruction limits interaction and collaborative engagement. Although the Numbered Heads Together (NHT) cooperative learning model has been widely implemented across educational settings, qualitative evidence explaining how the model is enacted throughout the planning, implementation, and evaluation stages in secondary economics education remains limited. This study aims to examine the implementation of the NHT model in economics learning for Grade X students at MA Raudlatus Syabab Sukowono Jember. Employing a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews with one economics teacher and twenty-four students, and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing to identify patterns in the implementation process. The findings reveal that the successful implementation of the NHT model depends on systematic lesson planning, structured cooperative learning procedures, and comprehensive evaluation of both cognitive achievement and collaborative participation. The model promoted more active classroom discussions, increased students' confidence in expressing ideas, strengthened collaborative learning, and shifted classroom interaction toward a more student-centered learning environment despite challenges related to instructional time and unequal participation. These findings demonstrate that the NHT model represents an effective pedagogical strategy for promoting active participation and collaborative learning in secondary economics education while providing practical guidance for teachers implementing student-centered instructional practices.]]>
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