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To realize the mandate of law number 20 of 2003, the teacher can integrate Islam value in mathematics learning. This study is a quasi-experimental study that aims to determine the effectiveness of the application of cooperative learning models with numbered structure types that are integrated Islamic values with the ability to understand students’ mathematical concepts. The sample of this research is the class X students of SMK Mega Link Majene, amounting to 20 people. Indicators of effectiveness in this study include (1) the value of student learning attain Minimum Completion Criteria (KKM = 70) with 80% classical completeness, (2) observation sheet for student activities in each observed aspect reaching &gt; 75%, and (3) the questionnaire response to the application of cooperative learning models with integrated structure numbered head type Islamic values reached &gt; 75% who responded positively. The analysis results obtained a significant value of 0, 000 &lt; α means that H 0  is rejected and accepts H 1 . While the classical completeness value got 85% of students who achieved KKM, the observation sheet of student activities reached 85% of the eight observed aspects and calculated the students’ responses to the application of learning data 88% responded positively. Based on this analysis, the use of cooperative learning models with head types with structural numbers integrated with effective Islamic values on the ability to understand students’ mathematical concepts.

Effectiveness of model numbered head type integrated structure of islamic value against understanding mathematical concept ability