<![CDATA[This study investigates whether the improvement in students’ mathematical concept understanding through the Numbered Heads Together (NHT) learning model assisted by an e-flipbook is better than that achieved through conventional learning. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The subjects were seventh-grade students divided into an experimental class receiving NHT assisted by an e-flipbook and a control class receiving conventional learning. Data were collected using pretest and posttest instruments measuring mathematical concept understanding. Data analysis involved normalized gain (Ngain), normality and homogeneity tests, followed by an independent t-test. The results showed that the mean Ngain score of the experimental class was 0.64, while the control class was 0.42, with both categorized as moderate. The data were normally distributed and homogeneous. The independent t-test yielded a significance value of 0.01 < 0.05, indicating that the improvement in mathematical concept understanding in the experimental class was significantly better than in the control class. Therefore, the NHT learning model assisted by an e-flipbook can be used as an alternative learning approach to improve students’ mathematical concept understanding in similarity material.]]>
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