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This study aims to determine the effect of the combined learning model of Problem Solving with Numbered Head Together (NHT) on the character of mutual cooperation and critical reasoning abilities of fourth-grade students of SD Negeri Kanigoro 03. This type of research uses a quantitative approach with a Posttest Only Non-Equivalent Control Group Design. The research subjects consisted of two classes, namely class IV A as the experimental group and class IV B as the control group, each consisting of 23 students. The research instruments included an observation sheet of mutual cooperation character and a critical reasoning ability test. Data analysis was carried out through normality, homogeneity, and t-test using SPSS with a significance level of 5%. The results showed that the data were normally distributed and homogeneous. The t-test produced a calculated t value of 2.940 > t table 2.015 with a significance of 0.019 for the character of mutual cooperation and a calculated t value of 2.343 > t table 2.015 with a significance of 0.024 for critical reasoning abilities. These results demonstrate that the combined Problem Solving and NHT models significantly enhance students' mutual cooperation and critical reasoning skills. Therefore, implementing this model effectively develops students' cognitive competencies and character, aligned with the Pancasila student profile.

Literacy skills play an important  role in helping students clarify basic concepts, build relationships between concepts, reason and test each detail of each interrelated information and are able to derive each concept, thus students are accustomed to understanding each scientific process and activity carried out in Biology learning. The relationship between these two skills trains students to actively carry out in-depth scientific investigations.The purpose of this study was to identify the relationship between scientific literacy skills and scientific explanation skills in empowering scientific reasoning skills through the application of the Remap-NHT (Reading Concept Map-Numbered Head Together) learning model. This study included a quasi-experiment using a non-equivalent pretest-post-test control group design with a total sample of 85 eleventh grade students in the Natural Sciences department at SMAN 4 Malang in the 2023/2024 academic year. The population was distributed into 3 groups. Scientific literacy skills and scientific reasoning skills were assessed using an essay test, while scientific explanation skills were assessed using an assessment rubric. Data analysis was tested using multiple regression analysis. The results showed that (1) there was a significant relationship between scientific literacy skills and scientific reasoning skills; (2) there is a significant relationship between scientific explanation skills and scientific reasoning skills; and (3) there is a significant relationship between scientific literacy skills and scientific explanation skills that have an integral effect on scientific reasoning skills. The interrelationship between scientific literacy skills, scientific explanation skills and scientific reasoning skills can be observed in the regression equation Y = 0.317 * X1 + 0.995 * X2 + 30.113. Based on the findings, it is concluded that Remap-NHT is able to improve students' scientific literacy skills, scientific explanation skills, and scientific reasoning skills, the interrelationships of which influence each other.

This classroom action research aims to improve students' memory in learning the "Degree of Comparison" material by implementing the Numbered Head Together cooperative model. The study was conducted at SMAN 2 Pamekasan with 34 students of class XI-C1 as subjects. The research was carried out in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation, test, and documentation. The indicators measured included two cognitive aspects, namely: (1) ability to recall comparative and superlative structures, task completion accuracy, cooperation in group work, and adherence to instructions. The results showed a significant increase in students' memory levels. At the pre-cycle stage, only 11.8% of students were in the high category, in cycle I increased to 44.1%, and in cycle II reached 73.5%. This proves that the NHT model is effective in improving students' memory and understanding of English grammar topics and is expected to develop collaborative learning.

The enhancement of student learning outcomes is a primary goal of various innovations in teaching methods. This study systematically reviews the effectiveness of cooperative learning methods, specifically Jigsaw Learning and Numbered Heads Together (NHT), in improving student learning outcomes. Using a systematic literature review approach, the research analyzes twelve studies published between 2019 and 2025 that compare these two methods. The findings indicate that both Jigsaw Learning and NHT possess unique strengths; Jigsaw Learning fosters deep understanding through collaborative expertise, while NHT promotes active participation through structured discussions. Despite some studies showing no significant differences in effectiveness, others highlight context-dependent advantages of each method. The implications suggest that educators should consider the specific learning objectives and student characteristics when selecting or combining these methods to optimize educational outcomes.