<![CDATA[This research was motivated by low student achievement due to difficulties in understanding the elements of narrative texts, which was exacerbated by the ineffectiveness of conventional learning models in stimulating discussion and individual learning responsibility. The study used a quantitative approach with a quasi-experimental design and a pretest-posttest control group design. The sample was randomly selected by class, designating Class VI A as the Experimental Class (NHT, N=24) and Class VI B as the Control Class (Conventional, N=23). The research instrument was an essay test. Data were analyzed using the Prerequisite Test (Normality and Homogeneity) and the t-Test (Independent Sample T-Test). The results of the prerequisite test showed that the data of both groups were normally distributed (Sig. > 0.05) and had homogeneous variance (Pretest Sig. 0.356; Posttest Sig. 0.298), so it was suitable to be tested with the t-Test. Before the treatment, the average pretest of both classes was relatively equal (Experimental 31.7; Control 34.91). After the treatment, the average posttest of the Experimental Class increased significantly to 74.8, far exceeding the KKTP, while the Control Class only reached 64.9. The increase in learning outcomes (Gain Score) of the Experimental Class (43.1 points) was much higher than that of the Control Class (30.0 points). The peak statistical analysis, the Independent Sample T-Test, yielded a significance value (Sig. 2-tailed) of 0.027. Because this Sig. value (0.027) is less than 0.05, H0 is rejected and Ha is accepted. The conclusion of this study confirms that the implementation of the Numbered Heads Together (NHT) cooperative learning model has a significant and effective effect on improving reading comprehension outcomes of sixth-grade students at SDN 07 Bilah Hulu. NHT has proven to be a learning solution that encourages individual responsibility and collaboration.]]>
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