<![CDATA[This study examined the effect of the Numbered Heads Together (NHT) model on IPAS learning outcomes among fourth-grade elementary school students. A quasi-experimental study using a pretest-posttest control group design involved 50 students, with 25 students assigned to the experimental group and 25 to the control group based on their initial abilities. Students’ learning outcomes were measured using a 20-item multiple-choice test administered before and after the intervention. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent-samples t-test at a significance level of α = 0.05. The mean score of the experimental group increased from 57.20 on the pretest to 77.80 on the posttest, whereas the control group increased from 48.80 to 55.40. The data met the assumptions of normality and homogeneity. The independent-samples t-test indicated a statistically significant difference in learning outcomes between the experimental and control groups (p < .001). These findings indicate that students who participated in NHT-based learning achieved higher IPAS learning outcomes than those who received conventional instruction. The findings suggest that the NHT model can be considered an alternative cooperative learning model for improving IPAS learning outcomes among elementary school students.]]>
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