Penelitian ini bertujuan untuk mengetahui (1) perbedaan antara model pembelajaran kooperatif tipe numbered head together (nht) dan konvensional terhadap hasil belajar matematika siswa kelas viii di smp negeri 4 tarakan, (2) pengaruh keaktifan belajar tinggi dan rendah siswa kelas viii di smp negeri 4 tarakan terhadap hasil belajar matematika, (3) pengaruh interaksi antara model pembelajaran kooperatif tipe numbered head together (nht) dan konvensional dengan keaktifan belajar terhadap hasil belajar matematika siswa kelas viii di smp negeri 4 tarakan. penelitian ini dilaksanakan pada semester genap tahun ajaran 2022/2023 di smp negeri 4 tarakan. jenis penelitian ini eksperimen semu dengan desain post-test only control desaign. populasi dalam penelitian seluruh siswa kelas viii smp negeri 4 tarakan. pengambilan sampel dilakukan dengan teknik simple random sampling dan diperoleh kelas viii-4 sebagai kelas eksperimen dan kelas viii-5 sebagai kelas kontrol. pengumpulan data pada penelitian ini menggunakan dokumentasi nilai pas matematika siswa kelas viii semester ganjil tahun ajaran 2022/2023 untuk data uji kesetaraan sampel, angket untuk data keaktifan belajar dan tes untuk data hasil belajar matematika siswa. teknik analisis data yang digunakan adalah analisis deskriptif yang terdiri dari rata-rata dan standar deviasi dan pengujian hipotesis menggunakan uji independent sampel t-test dan anova dua jalur dengan sel sama. berdasarkan hasil penelitian dengan uji independent sampel t-test diketahui bahwa nilai t_hitung>t_tabel yaitu 6,472 > 1,998 maka terdapat perbedaan antara model pembelajaran terhadap hasil belajar matematika siswa. sedangkan untuk uji anova nilai p-value keaktifan belajar yaitu 0,042 < 0,05 maka keaktifan belajar berpengaruh terhadap hasil belajar matematika siswa dan nilai p-value pada interaksi model pembelajaran dan keaktifan belajar yaitu 0,788 > 0,05 maka tidak ada pengaruh interaksi model pembelajaran dengan keaktifan belajar terhadap hasil belajar matematika siswa. kata kunci: numbered head together, hasil belajar matematika, keaktifan belajar

The research aimed to determine (1) the difference between the numbered head together (nht) and conventional cooperative learning models on the mathematics learning outcomes of class viii students at smp negeri 4 tarakan, (2) the influence of high and low learning activity in class viii students at smp negeri 4 tarakan on mathematics learning outcomes, (3) the influence of the interaction between the numbered head together (nht) and conventional cooperative learning models with active learning on the mathematics learning outcomes of class viii students at smp negeri 4 tarakan. this research was carried out in the even semester of the 2022/2023 academic year at smp negeri 4 tarakan. this type of research was a quasi-experiment with a post-test only control design. the population in the study were all students in class viii of smp negeri 4 tarakan. sampling was carried out using a simple random sampling technique as class viii-4 was obtained as the experimental class and class viii-5 as the control class. data collection in this study used documentation of mathematics pas scores for class viii students in the odd semester of the 2022/2023 academic year for sample equality test data, questionnaires for learning activity data, and tests for students mathematics learning outcome data. the data analysis technique used was descriptive analysis consisting of average and standard deviation, while hypothesis testing used the independent sample t-test and two-way anova with the same cells. based on the independent sample t-test result, it was known that the t-count > t-table value was 6.472 > 1.998, so there were differences between learning models on students mathematics learning outcomes. meanwhile, for the anova test, the p-value for learning activeness was 0.042 < 0.05, so learning activeness had an influence on students’ mathematics learning outcomes and the p-value for the interaction of learning models and learning activeness is 0.788 > 0.05, so there was no effect of learning model interaction with active learning on students’ mathematics learning outcomes. keywords: numbered head together, mathematics learning results, learning activeness