The Influence of the PnP and NHT Cooperative Learning Models on Natural and Social Sciences (IPAS) Student Learning Outcomes in Elementary Schools

_______________________________________________________________ The students' low learning outcomes suggest they struggle to grasp the material, likely due to boredom and passivity in class. To address this, teachers need innovative learning models that engage students actively. This study aimed to assess the impact of Picture and Picture (PnP) and Numbered Head Together (NHT) Cooperative Learning Models on fourth-grade students' learning outcomes in Natural Sciences and Social Sciences. Using a quasi-experimental method in two classes, the researcher found that in the first class, the average difference between using PnP and NHT was 17.62 points, while in the second class, the average difference was 21.19 points. Both classes show that PnP values are higher than NHT. The results of the t-test analysis show that in the two schools, there is a significant difference between the average score of PnP and NHT group (sig. values 0.005 and 0.006), so it is assumed that PnP is more effective than NHT. The research indicates that employing picture-based learning can significantly enhance learning outcomes compared to methods lacking visual aids. In conclusion, there is a difference in students' learning outcomes in the Natural and Social Sciences (IPAS) subjects for fourth-graders of the State Elementary School of Kutowinangun 07 and State Elementary School of Kutowinangun 01 using PnP and NHT. The lack of direct media in the NHT class hindered understanding and effectiveness. In contrast, the PnP class's use of visually stimulating picture media enhanced engagement and learning outcomes. Students were more focused and participative, leading to significant improvements compared to other similar learning models.


INTRODUCTION
The Merdeka Curriculum is a curriculum with diverse intra-curricular learning where the content will be more optimal so that students have enough time to delve into concepts and strengthen competencies.In the Merdeka Curriculum, there is a renewal of the previous curriculum; one of the innovations is to form two subjects, namely Science and Social Studies, into IPAS (Natural and Social Sciences) (Sugih et al., 2023).According to Elmi (2023), IPAS education in elementary schools focuses on building basic science literacy.IPAS is the foundation students use to prepare themselves to study more complex natural and social sciences in junior high school (Alfatonah et al., 2023).
Natural and Social Sciences (IPAS) is a discipline that focuses on understanding living beings and inanimate objects in this universe and interactions among them.It involves the study of individual human life as social beings by integrating various other knowledge logically and systematically, including analysis of cause and effect (Komariah et al., 2023).When studying their surroundings, elementary school students can observe and experience natural and social events as a whole.Students are trained to observe and explore, which is an important foundation before they learn about deeper concepts and topics in Science and Social Sciences subjects they will study in junior high school (Rahmayati & Pastowo, 2023).
Additionally, the IPAS framework integrates the study of natural sciences with social sciences to provide understanding to students.Thus, it can be understood that IPAS studies discuss the surrounding environment, including phenomena occurring around humans, the universe, and its relation to social life (Lestari et al., 2022).
Based on observations conducted in the fourth grade of the State Elementary School of the State Elementary School of Kutowinangun 07 and the State Elementary School of Kutowinangun 01, Salatiga City, Central Java, in the second semester of the academic year 2023/2024, it was found that the learning process applied was predominantly conventional, centered on the teacher, and students became passive.The learning condition was less enjoyable due to the lack of innovative learning models and students' lack of motivation to learn.This condition resulted in students lacking confidence, less focus, being busy chatting with other classmates, and some students often feeling sleepy in class.This certainly affects students' learning outcomes, as evidenced by the school's failure to achieve the Minimum Completeness Criteria (KKM) set, especially in IPAS learning.
Then, based on observations of students, it was uncovered that some students had difficulty understanding the material explained by the teacher, felt bored, and tended to be passive because the learning was teachercentered.Therefore, it impacted students' learning outcomes.With this situation, students found it difficult and boring to receive IPAS material.Students were not accustomed to developing their potential, so they could not think creatively and independently, making them lazy and bored during lessons.IPAS, or Natural and Social Sciences, is a subject that includes studies on science and social aspects, including studies on nature, technology, environment, geography, history, and culture.
Departing from the problem described above, one effort that can be made to overcome it is to choose a suitable learning model.Learning models play an essential role in the learning process, expanding and deepening the material and facilitating teachers in delivering the material (Mansur et al., 2021).Enjoyable learning processes are inseparable from the selection of the right learning models.If the learning model chosen is unsuitable for the class or environment, students will feel bored and lazy and pay less attention to the teacher.Learning models that can be used to improve student learning outcomes are cooperative learning models, such as Picture and Picture and Numbered Head Together.
The Picture and Picture (PnP) cooperative learning model is one group learning model that uses interesting pictures.The PnP cooperative learning model is a learning model that uses pictures to explain the material and facilitate students to actively learn because it has active, creative, innovative, and enjoyable characteristics (Daswati, 2020).The PnP cooperative learning model presents the material with the help of visual media so that the material received by students is not only abstract material but also is proven with pictures and can stimulate students' motivation to learn and express opinions concretely (Merici et al., 2019).The PnP cooperative learning model can make a subject matter more interesting and useful because students can build their knowledge through various activities, such as arranging and sorting pictures into logical sequences.
Another cooperative learning model that can be applied is the Numbered Head Together (NHT) type.The NHT cooperative learning model is a learning model that involves many students studying the material of a subject and checking students' understanding of the subject matter; this learning model will enhance cooperation among students (Sulaksana et al., 2021).The NHT learning model allows students to share ideas and consider the most appropriate answers.Implementing the NHT learning model will allow students to learn through playing, competing, and collaborating in teams (Sulastri, 2020).
The PnP and NHT cooperative learning models are cooperative learning strategies designed to activate the active participation of students and promote deeper understanding through cooperation among students.The PnP cooperative model aims to facilitate cooperation between pairs of students and promote better understanding through discussion and joint information processing.At the same time, the main goal of NHT is to encourage active participation of each group member and ensure uniform understanding among them (Erita, 2017).Both aim to activate student participation, but the approach, work structure, material acceptance, interaction style, and main goals to be achieved are different (Febriani et al., 2023;Hayati & Prima, 2023).
This research is supported by several previous studies such as research by Hanggara et al. (2019) that stated that the NHT cooperative learning model influences student learning outcomes.Specifically, NHT is considered effective when compared to conventional models.This research implies that NHT is effective in increasing learning motivation and critical thinking skills during learning as well as improving student learning outcomes.
Another research group found that this type of PnP was also effective across multiple timelines.For example, a study carried out by Daryanti & Taufina (2020) 2017) also showed that applying the PnP cooperative learning model can improve science learning outcomes explicitly in fifthgrade students.Furthermore, research by Saputri (2018) revealed that the PnP cooperative learning model can improve the learning outcomes of sixth-grade students in natural science subjects.
Both two cooperative models are also used to enhance certain characteristics and are effective when combined with certain media.For example, research by Sudewiputri & Dharma (2021)  However, lack of studies comparing the two cooperative learning models.Among these few is a study conducted by Sulaksana et al. (2021) concluded that the implementation of the NHT cooperative learning model is more effective in elementary school social studies learning.Meanwhile, Utami et al. (2024) concluded that the NHT cooperative learning model is more suitable for improving learning outcomes in IPAS subjects in elementary school students compared to other models.
Based on the previous research above, while several studies state that the PnP cooperative learning model is superior, several other studies assert that the NHT cooperative learning model is superior.To prove which cooperative learning model is superior among the PnP and NHT, this study aims to determine the effect of applying the PnP and NHT cooperative learning models on the learning outcomes of IPAS subjects in fourth-grade elementary school.With this learning model, it is expected that students can improve their learning outcomes because in a game atmosphere, students can learn without feeling burdened, and teachers can also deliver material according to the goals to be achieved.

METHODS
This type of research is quantitative, using a quasi-experimental design with a Nonequivalent Control Group Design.The independent variables in this study were the PnP and NHT cooperative learning models.In contrast, the dependent variable in this study was the IPAS learning outcomes of fourthgrade elementary school students.

Result of the Experimental Process
In the implementation class of the two models, the PnP model predominantly uses images or pictures while the NHT model uses more discussion.Both seem to increase student engagement.As seen in Figure 1 and Figure 2.   1, the first test scores at the State Elementary School of Kutowinangun 07 before the application of PnP and NHT cooperative learning models with the pre-test showed that the average scores of both classes were still in the low category below the Minimum Criteria Mastery (KKM), which is below the score of 75.Then, in the second test, after applying the PnP cooperative learning model, the post-test results exhibited improved learning outcomes with scores exceeding the KKM, with an average score of 81.76.Meanwhile, in the classes with the application of the NHT learning model, there was no significant improvement in student learning outcomes, as the scores remained below the KKM, with an average score of 64.12.Table 2 displays that the first test scores at the State Elementary School of Kutowinangun 01 before the application of PnP and NHT cooperative learning models with the pre-test revealed that the average scores of both classes were still in the low category below the Minimum Criteria Mastery (KKM), which is below the score of 75.Then, in the second test, after applying the PnP cooperative learning model, the post-test results showed improved learning outcomes with scores exceeding the KKM, with an average score of 85.24.In comparison, in the classes with the application of the NHT learning model, there was no significant improvement in student learning outcomes, as the scores remained below the KKM, with an average score of 64.05.The criteria for adequacy are if sig > 0.05, the variance of the data groups is homogeneous, whereas if sig < 0.05, the variance of the data groups is different (nonhomogeneous).Based on Table 3, the sig (2tailed) values for both the State Elementary School Kutowinangun 07 and Kutowinangun 01 were greater than 0.05 (0.649 > 0.05) and (0.117 > 0.05).This means the data obtained came from the same group variance (homogeneous).The mean test aimed to determine which learning model significantly affected student learning outcomes based on their average scores.In Table 4, for the State Elementary School of Kutowinangun 07, with the application of the PnP cooperative learning model, the average student score was 81.76.With the application of the NHT learning model, the average student score was 64.12.In comparison, for the State Elementary School of Kutowinangun 01, with the application of the PnP cooperative learning model, the average student score was 85.24.With the application of the NHT learning model, the average student score was 64.05.Based on the average score obtained from the application of both learning models, in the application of the PnP cooperative learning model, the average student score is superior to the application of the NHT learning model.Thus, applying the PnP cooperative learning model has a significantly greater effect than the NHT learning model in fourth-grade IPAS learning at the State Elementary School of Kutowinangun 07 and Kutowinangun 01.The decision-making for the hypothesis is if the sig (2-tailed) value is < 0.05, H0 is rejected, and Ha is accepted, whereas if the sig (2-tailed) value is > 0.05, H0 is accepted, and Ha is rejected.Based on the hypothesis test results, the sig (2-tailed) values obtained for the State Elementary School Kutowinangun 07 and Kutowinangun 01 were 0.005 and 0.006.The sig (2-tailed) values are < 0.05, where 0.005 < 0.05 and 0.006 < 0.05.Therefore, Ha was accepted (the PnP cooperative learning model had a significantly greater effect compared to the NHT learning model in fourth-grade IPAS learning.Meanwhile, H0 was rejected (the PnP cooperative learning model did not have a significantly greater effect compared to the NHT learning model in fourth-grade IPAS learning.

Discussion
This study aims to the effect of implementing the PnP and NHT cooperative learning models on the learning outcomes of fourth-grade elementary school students in the IPAS subject.The cooperative model is a learning strategy emphasizing student cooperation in achieving learning goals.
The results of this study indicate that both PnP and NHT cooperative learning models improved student learning outcomes compared to conventional learning.Specifically, applying the PnP cooperative learning model significantly improves student learning outcomes more than the NHT cooperative learning model.
The result is relevant to Habibi & Adnan (2021), Lokat et al. (2022), andWahyudi et al. (2023) that revealed a significant influence of the PnP cooperative learning model on student learning outcomes.The impact was as significant as the findings of Fadjarajani et al. (2020) and Rozi et al. (2021) that the PnP learning model can enhance children's learning outcomes with the assistance of visual media.Image or picture media has its attractiveness, making students more interested in learning.
In the context of IPAS, a subject which still contains a lot of combined concepts of science and social science material, needs to be assisted with visualization images, the PnP model is still relevant.It is in line with Saputri (2018) and Khotimah & Jaelani (2019) which revealed that the PnP cooperative learning model can improve science learning outcomes.This research contributes a new finding since the PnP model is still effective not only in the science context but also expanded with IPAS.
In fact, this research also found that NHT can improve students' achievements supporting Hanggara et al. (2019) and Sudewiputri & Dharma (2021).However, it is not effective enough to exceed the stated criteria of completeness.The results of this research are also a challenge as a comparison to Sulaksana et al., (2021) where the counter results show that PnP is more effective than NHT.It can be influenced by several other factors and the lesson material is thought to be one of them.
Compared to previous research, the novelty of this study is that it combined two cooperative models with different advantages to maximize learning benefits.Previous studies generally focused only on one learning model, PnP or NHT.Additionally, this study conducted a more in-depth analysis of the effects of PnP and NHT cooperative learning models on various aspects of learning outcomes, such as conceptual understanding, problem-solving skills, and learning motivation.Previous studies mostly focused on specific aspects of learning outcomes, such as conceptual understanding.This study integrates creative and dancing activities, such as drawing and discussions, into the PnP and NHT learning thereby increasing student engagement in IPAS learning.
As such, this study provides practical recommendations for elementary school teachers to implement PnP and NHT cooperative learning models to improve IPAS learning outcomes.Also, this study contributes theoretically to understanding the effectiveness of cooperative learning models in elementary school IPAS learning.This study has several innovative points compared to previous research (Komariah et al.,2023); thus, it is expected to contribute significantly to the literature on cooperative learning models and improve learning practices, particularly enhancing student learning outcomes in elementary school IPAS learning.
For future research, the development of research on the effects of the PnP and NHT cooperative learning models on student learning outcomes can be expanded by applying them to other subjects and levels to test their effectiveness Researching the effectiveness of PnP and NHT models on more complex topics can be done.
Other cognitive aspects, such as critical and creative thinking skills as well as noncognitive aspects, such as attitudes toward science and social skills also could be an alternative in-depth exploration to those models as well as following the trend of integrating PnP and NHT models with learning technologies such as online learning platforms and educational apps can enhance student engagement and interaction.
The development of this research is expected to provide a more comprehensive understanding of the effectiveness of PnP and NHT models in various contexts.More specific practical recommendations exist for teachers in implementing PnP and NHT models.A significant theoretical contribution is provided to the literature on cooperative learning models.

CONCLUSION
Based on the results of the data analysis conducted, according to the hypothesis testing with the Independent Sample t-test, sig (2tailed) values of 0.005 and 0.006 were obtained.The sig values (2-tailed) are < 0.05, where 0.005 < 0.05 and 0.006 < 0.05, thus rejecting H0 and accepting Ha.This means that the Picture and Picture cooperative learning model has a more significant effect than the NHT cooperative learning model in teaching IPAS to fourth-grade elementary school students.
The implications of this study include, for teachers, that the Picture and Picture (PnP) and Number Head Together (NHT) cooperative learning models can improve student learning outcomes and encourage group discussions and question-and-answer sessions.It can enhance learning motivation and engagement for students and improve conceptual understanding, communication skills, and cooperation.For schools, it provides alternative innovative and creative teaching models.
Several recommendations for future research related to the development of research on the influence of Picture and Picture and Numbered Head Together cooperative learning models on student learning outcomes are provided as follows.( 1 and Dahlia et al. (2021) uncovered that the PnP cooperative learning model can improve learning outcomes.Those are in line with research conducted by Fadjarajani et al. (2020), Habibi & Adnan (2021), and Lokat et al. (2022) that exposed the significant influence of using the PnP cooperative learning model on student learning outcomes.In addition, Wahyudi et al. (2023) exhibited an influence of the PnP cooperative learning model on student learning outcomes in the State Elementary School of Menteng 5.In general, PnP is considered effective when compared to conventional models.Furthermore, other research shows that the PnP model tends to be appropriate for use in science subjects.According to Khotimah & Jaelani (2019), the PnP cooperative learning model in science learning has a significant influence.Research conducted by Handayani et al. ( concludes that the NHT learning model effectively improves student motivation and learning outcomes.Rozi et al. (2021) also demonstrated that the PnP learning model could improve children's learning through media of picture and Hidayatullah et al. (2024) employ puzzle.Picture and other visual media have their advantage and make students more enjoy when learning.

Figure 1 .
Figure 1.Control Class Learning Activities The analysis of learning outcomes data for the State Elementary School of Kutowinangun 01 and the State Elementary School of Kutowinangun 07 utilizing SPSS version 20 is as follows.

Table 2 .
Descriptive Statistical Analysis of the

Table 5 .
Mean Difference Test of Learning Models

Table 6 .
Hypothesis Test ) Applying the PnP and NHT cooperative learning models to other subjects in elementary, junior high, and senior high schools to test their effectiveness more broadly; (2) Researching the effectiveness of the PnP and NHT cooperative learning models on more complex topics; (3) Analyzing the influence of the PnP and NHT cooperative