Integrating Instructional, Visionary, and Transformational Leadership to Enhance Learning Quality in Twenty-First-Century Education: A Literature Review

Abstract

Mathematics learning outcomes among elementary school students remain relatively low, as indicated by the large proportion of students who have not achieved the minimum mastery criterion (MMC) and their limited active participation in the learning process. Therefore, this study aimed to: (1) examine the effect of the Rotating Trio Exchange (RTE) cooperative learning model on students' mathematics learning outcomes; (2) investigate the effect of the Numbered Heads Together (NHT) cooperative learning model on students' mathematics learning outcomes; and (3) compare the improvement in mathematics learning outcomes between students taught using the RTE and NHT cooperative learning models in Grade V of Elementary School X. The data were analyzed using simple linear regression, the normalized gain (N-Gain) test, and the Mann–Whitney U test. The results revealed that both the Rotating Trio Exchange and Numbered Heads Together cooperative learning models had a significant positive effect on students' mathematics learning outcomes. Furthermore, the improvement in mathematics learning outcomes achieved through the RTE model was higher than that obtained through the NHT model. Based on the N-Gain analysis, the RTE class achieved a medium gain category, whereas the NHT class fell into the low gain category. These findings indicate that the Rotating Trio Exchange cooperative learning model is more effective than the Numbered Heads Together cooperative learning model in improving elementary school students' mathematics learning outcomes.