STAD Cooperative Learning Research Articles

How Do the STAD Cooperative Learning Model, Conventional Methods, and Student Confidence Affect Football Learning Outcomes?

This study evaluates the impact of the STAD-type cooperative learning model and the conventional model on football learning outcomes among Grade VIII students at Junior High School 2 Sijunjung, specifically considering students' confidence levels. The primary issue addressed is the low football learning outcomes linked to conventional teaching methods, which often result in reduced student engagement. The objectives of this research are clearly defined: to examine the interaction between the learning model and student confidence in relation to learning outcomes, to compare the effectiveness of the two models, and to investigate differences in learning outcomes between high and low confidence students within each model. Using a quasi-experimental method, the study employs qualitative descriptive analysis for measuring confidence and quantitative analysis for assessing football skills. A sample of 82 male students was divided into high and low confidence groups, each receiving instruction through either the STAD or conventional model. Data were collected via confidence questionnaires and football skill tests, then analyzed using two-way ANOVA and Tukey’s test. The findings indicate that the STAD-type cooperative learning model is generally more effective in enhancing football learning outcomes compared to the conventional model. Notably, there is a significant interaction between the learning model and confidence; students with low confidence utilizing the STAD model achieved better learning outcomes, whereas those with high confidence performed better under the conventional approach. This suggests that confidence plays a crucial role in learning outcomes, with lower confidence students benefiting from collaborative learning settings. In conclusion, the study highlights the overall effectiveness of the STAD-type cooperative learning model, especially for students with low confidence. It emphasizes the importance of tailoring teaching methods to align with students’ confidence levels to maximize learning outcomes. Future recommendations include exploring strategies to boost confidence among students, which could further enhance their engagement and performance in physical education.

STAD atau Jigsaw? Menguji Keefektifan Dua Model Pembelajaran Kooperatif dalam PKn

This study aims to determine the differences in Civic Education learning outcomes between students taught using the STAD cooperative learning model and the Jigsaw cooperative learning model at MAN 1 Kendari. The research method used is an experimental design with a post-test only control group design. The sample consists of 60 students, selected through multi-stage random sampling, with 30 students from class XI IPS2 and 30 students from class XI IPS3. Data were collected using a Civic Education learning outcomes test, which was validated and tested for reliability, with a reliability score of 0.903. The results showed that the average learning outcomes of students taught with the STAD model were higher (87.21) compared to those taught with the Jigsaw model (73.44). Hypothesis testing revealed a significant difference between the two learning models, with a t-value (30) greater than the t-table value (2.390) at a 0.01 significance level. This study concludes that the STAD cooperative learning model is more effective in improving Civic Education learning outcomes compared to the Jigsaw learning model.

Penggunaan Model Pembelajaran Cooperative Tipe STAD dalam Peningkatan Kemampuan Menelaah Struktur Teks Persuasif Pada Siswa Kelas VIII SMPN 5 Tambun Utara

The STAD Cooperative Learning model is identified as a crucial factor in enhancing the learning process and outcomes. During observations in the field, researchers encountered a significant challenge: students' limited understanding of persuasive text formats in research tasks. This prompted an investigation into how effective the STAD Cooperative Learning model could be in improving eighth-grade students' comprehension of persuasive text structures at SMPN 5 North Tambun. Using a quantitative approach through quasi-experimental methods, the study employed a Nonequivalent Control Group design. Experimental and control groups were selected from classes VIII 2 and VIII 4, respectively, in a non-random manner from a pool of 181 eighth-grade students, with 33 students sampled from each class. The research proceeded in three stages: Pretest, intervention, and Posttest. Initial assessments (Pretest) gauged students' proficiency in analyzing persuasive texts. Subsequently, the intervention phase involved implementing the modern STAD learning model, supported by carefully designed teaching materials. Following the intervention, Posttests were conducted to evaluate how effective the STAD model was in enhancing students' ability to analyze persuasive text structures. The data analysis included tests for normality, homogeneity, and hypothesis testing. The findings revealed that the Posttest results in the experimental group (averaging 89.50) surpassed those in the control group (averaging 76.22). Moreover, paired t-tests indicated a significant difference (P = 0.000, < 0.05) between Pretest and Posttest scores. Therefore, the STAD Cooperative Learning model proved effective in enhancing eighth-grade students' proficiency in deciphering persuasive text structures. This study underscores the influential role of the cooperative STAD learning model in improving students' grasp of persuasive text structures at SMPN 5 North Tambun. Keywords: STAD type cooperative, persuasive text structures, SMPN 5 North Tambun students

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Terhadap Hasil Belajar Matematika Siswa di SMP Negeri 1 Tutuyan

This research aims to find out whether the mathematics learning outcomes of students taught using the STAD cooperative learning model are higher than the mathematics learning outcomes of students using the lecture method. This research is quasi-experimental in the form of the nonequivalent posttest-only control group design. The subjects in this research were class VIII students at SMP Negeri 1 Tutuyan odd semester of the 2022/2023 academic year, where VIII-A, totaling 20 students, was the experimental class and VIII-B, totaling 21 students, was the control class. Data analysis used includes normality tests, homogeneity tests, and hypothesis tests. This research uses a test in the form of multiple choice questions and a description of relationship and function material as the instrument. The research participants consisted of 41 students. Based on hypothesis testing using the t-test statistic, tcount = 2.365 and ttable = 1.685 at a significance level of 0.05. Thus, because tcount > ttable, H0 is rejected. The results of the research concluded that student learning outcomes in the Relationships and Functions material taught using the STAD model were higher than student learning outcomes taught using the lecture method.

Enhancing Mathematics Learning Outcomes of First-Grade Students through the STAD Cooperative Learning Model

This study aims to investigate the enhancement of mathematics learning outcomes through the implementation of the STAD cooperative learning model. Employing a classroom action research approach, the study unfolds across two cycles. The subjects consist of 29 first-grade students, comprising 10 male and 19 female students. Data collection techniques encompass observation, tests, and documentation, facilitated by observation sheets and written tests as research instruments. Data analysis involves both qualitative and quantitative descriptive analysis. Results indicate that the utilization of the STAD cooperative learning model significantly improves students' mathematics learning outcomes. This improvement is evidenced by the progressive increase in the class's average test scores across each cycle, with average scores rising from 54.48 in the pre-cycle to 70.52 in cycle I and further to 82.6 in cycle II.

Peningkatan Hasil Belajar Menulis Teks Deskriptif Sederhana melalui Model Pembelajaran Kooperatif STAD

This research aims to improve Learning Achievement in Writing Simple Descriptive Texts Through the STAD Cooperative Learning Model for Class IXB Negeri 6 Sukoharjo Students in Semester 1 of the 2022/2023 Academic Year" The research method uses Classroom Action Research which is carried out in two cycles, each cycle consists of two meetings, with four stages of research: planning, implementation, observation and reflection. The subjects of this study are students of Class IXB Negeri 6 Sukoharjo in Semester 1 of the 202/2023 Academic Year with a total of 36 students. The data collection techniques used are observation, interviews, tests, and documentation. The data analysis used in this study is a qualitative descriptive analysis. The result of this study is to improve Learning Achievement in Writing Simple Descriptive Texts Through the STAD Cooperative Learning model. The results of the success in this study are evidenced by the increase in student learning outcomes in the first cycle of students who managed to get KKM scores, an increase from the initial condition of 18 students (50%) to 23 students (64%) or there was an increase of 14% compared to the initial condition. Meanwhile, in the second cycle, it increased to 32 students (88.8%) or there was an increase of 24.8% from before. Based on the results of this study, it can be concluded that the application of the STAD Learning Model can improve the learning outcomes of Writing Simple Descriptive Texts in Class IXB Negeri 6 Sukoharjo students in Semester 1 of the 2022/2023 Academic Year.

Development of The STAD Cooperative Learning Model : Enhancing Mathematical Reasoning and Communication Skills in Higher Education

This study aims to develop the STAD cooperative learning model specifically designed for mathematics education in a higher institution to impact students' reasoning and communication skills. The study holds significance in its comprehensive analysis, encompassing (1) Plomp Stage 1 Schematic: Preliminary Study; (2) Plomp Stage 2 Schematic: Development Study; and (3) Plomp Stage 3 Schematic: Assessment Study of the developed STAD learning model. The method employed was Research and Development (R&D), utilizing questionnaires, tests, and observations as data collection techniques. The present research involved students at a university in Padangsidimpuan, North Sumatra, Indonesia. The analysis techniques used were inferential statistics and descriptive statistics. The findings indicated that: (1) The preliminary study of the model was conducted based on needs analysis incorporating the curriculum, student, and learning materials; (2) The model’s development study, encompassing six phases, yielded a significant validation result of 3.84, categorized as ‘Good’; (3) The assessment study, in terms of practicality, obtained a score of 4.60 (considered ‘Good’), and effectiveness demonstrated positive significance in affecting students' reasoning and communication skills. The overarching conclusion drawn is that the research and development of the STAD learning model revealed significant positive impacts on students' reasoning and communication skills.

PENERAPAN METODE PEMBELAJARAN COOPERATIVE STAD UNTUK MENINGKATKAN HASIL BELAJAR

This researcher aims To find out whether the application of the Cooperative STAD learning method can improve the learning outcomes of class VIII students at SMP Negeri 3 Onolalu for the 2023 academic year.The Cooperative STAD learning mode is a group learning method where students who play a more active role learn from several topics that have been determined by the teacher which can improve student learning outcomes in studying social studies. This research was carried out at SMP Negeri 3 Onolalu with the research subjects being students in class VIII Semester 1 of the 2023 academic year, totaling 28 people consisting of 12 boys and 16 girls. The research method used is classroom action research (PTK). Each cycle consists of two meetings plus one meeting for giving a learning outcomes test. The research results from processing the percentage of student learning completeness in cycle were 71.4% complete and 28.6% incomplete. Meanwhile, the results of research in cycle II were 92.9% complete and 7.1% incomplete. The conclusion in this research is that the application of the STAD Cooperative learning method can improve students’ learning abilities in the teaching and learning process, student activity in the teaching and learning process without being in cycle II after implementing the STAD Cooperative learning method. The results of this research are the efforts of researches in collaboration with social studies subject teachersb At the research location, students’activeness in the teaching and learning process was visible in cycle II after implementing the STAD Cooperative Learning method Suggestions that can be given by researchers are (1) in carrying out the learning process, subject teachers should choose and apply learning models (2) teachers should use learning models that involve students actively during the teaching and learning process,(3) research results should be This will be a consideration for future researchers.

Comparison of Qur'an Hadith Learning Results from TGT, Peer Tutoring, and STAD Models Based on School Background Factors

This research aims to compare the learning outcomes of Qur'an Hadith among three cooperative learning models, TGT, Peer Tutoring, and STAD, based on students' school backgrounds. This quantitative study used a comparative method to analyze data with SPSS 27 and the Two Way ANOVA test. The results revealed significant differences in Qur'an Hadith learning outcomes between students using the TGT model and those using Peer Tutoring, as well as between TGT and STAD (Sig.2-tailed < 0.05). However, there was no significant difference in learning outcomes between Peer Tutoring and STAD (Sig.2-tailed > 0.05). There was also no significant difference based on students' school backgrounds (SD, MI) (Sig. > 0.05). Furthermore, there was no interaction between the Learning Model and School Background in determining students' Qur'an Hadith learning outcomes (Sig. > 0.05). Overall, TGT proved to be the most effective teaching model in enhancing students' Qur'an Hadith learning outcomes, while students' school backgrounds did not influence these results.

KEMAMPUAN BERPIKIR REFLEKTIF PESERTA DIDIK MELALUI MODEL COOPERATIVE LEARNING TIPE STAD BERBANTUAN MIND MAPPING

The purpose of this study was to find out how the STAD Cooperative Learning and Mind Mapping models helped 8th graders at SMP Negeri 11 Bengkulu City improve their reflective thinking skills. The design in this study used The-Nonequivalent Pretest-Posttest Control Group Design. This research is a quasi-experimental research. The total population in this study were 198 people and were all eighth grade students at SMP Negeri 11 Bengkulu City. The sample of this study consisted of 23 students of class VIII G and 19 students of class VIII H. Each sample class held three meetings during the study. The research data shows that the average value of n-gain in the experimental class is 69.21% which is quite effective, and the total value ranges from 33.23% to 82.61% which is classified as good (A). A value is obtained from learning outcomes using the t-test. (2-tailed) = 0.046 < significant level = 0.05 so that the STAD type cooperative learning model assisted by Mind Mapping is said to be able to improve reflective thinking skills in class VIII students at SMP Negeri 11 Kota Bengkulu

Impact of Student-Student Interaction Learning Model Faced with Case of Studying IPA on V-Class in the MIS Hayatul Islam Cinangka

of the constraints affecting the learning outcomes of the IPA in students is the lack of variation of the learning model used, then students end up feeling bored and unenthusiastic so that their learning results are interrupted. The study aims to investigate the influence of the Student-Student Interaction (SSI) learning model on the learning outcomes of V-grade students on the IPA students' eyes, using the comparison of the STAD cooperative learning model. (Student Team Achievement Divisions). This research uses a quantitative approach to experimental design with a quasi-experimental design. The study was conducted with a sample of 61 students divided into two, namely 31 experimental classes using the Student-Student Interaction learning model and 30 control class using the STAD learning model (Studant Team Achievement Divisions) in the academic year 2019/2020 at MIS Hayatul Islamiyah. Based on the results of the study using the hypothesis test and nonparametric test Mann Whitney with a 95% confidence rate showed a Sig. (2-tailed) value of 0.044 which means 0.044 < 0.05 so it can be concluded that there is a significant difference to the learning outcome of IPA class V between classes using the learning model SSI (Student-student Interaction) and class using the cooperative learning model STAD type (Student Teams Achievement Divisions).

Peningkatan Hasil Belajar IPA Siswa Kelas V Materi Perpindahan Kalor Melalui Model Cooperative Learning Type STAD di SDN Cinere 1 Depok

Based on the learning results of class V students in Negeri Cinere 1 Depok, this research concluded that the science learning outcomes about heat transfer were mostly below the 75 KKM threshold. Only six out of 34 female students were able to reach the KKM. Therefore, it is necessary to improve science lessons on Heat and its Transfer using the STAD cooperative learning method. The aim of this research is to improve student learning and achieve the expected results. To improve student learning outcomes in understanding behavior changes, the STAD cooperative learning method is provided. For this reason, this research method uses a system consisting of observation, execution, discussion and reflection. Research findings show that using this method leads to increased student learning comprehension each semester. In practice, only 6 of 34 students (17.6%) met the requirements for the course in KKM 75. In the first sample, there were 18 people (52.94%). In contrast, the number of people in cycle 2 increased to 31 (91.18%). The results of this research can improve learning outcomes. The findings of this research indicate that the STAD collaborative learning method can improve student learning outcomes in class V at SDN Cinere 1 in Depok when it comes to the topic of science material and its transfer.

Math Learning Outcomes with Cooperative Learning Model (STAD) Reviewed from Students’ Self Efficacy

This study aims to determine the effectiveness of the STAD cooperative learning model in terms of students' self-efficacy towards mathematics learning outcomes, particularly in the topics of Least Common Multiple (KPK) and Greatest Common Divisor (FPB), for fourth-grade students at SD Negeri Manyaran 02, divided into two learning groups: Class IV.A with 25 students and Class IV.B with 24 students. The research design employed in this study is quasi-experimental. Quasi-experimental research is conducted under conditions that do not allow for full control. Data collection utilized questionnaire and test techniques, followed by data analysis using a two-way ANOVA and further post hoc tests (multiple comparisons). Based on the tests, the test instrument was declared valid, with difficulty index reaching 𝑝 < 0.30 for difficult criteria and 𝑝 > 0.70 for easy criteria, as well as a reliability index of 𝑟11 > 0.70. The study findings indicate that there is no significant effect of the STAD cooperative learning model on mathematics learning outcomes when viewed from the self-efficacy of fourth-grade students. However, the relationship between the STAD model and self-efficacy in mathematics learning outcomes shows positive results. Students with higher self-efficacy indices are proven to have better learning outcomes compared to those with lower self-efficacy levels.

Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division terhadap Kemampuan Pemecahan Masalah Matematika Siswa di Sekolah Dasar

This research aims to investigate the positive impact of implementing the cooperative learning model of STAD type on students' mathematical problem-solving abilities. The research method used is a Quasi-Experiment with a Pretest-Posttest design and a Non-Equivalent Control Group. The study population comprises all fourth-grade students in primary schools in the Madiun, with a sample of 26 students in the experimental group and 21 students in the control group. Data were collected through pretest and posttest assessments and analyzed using the Mann-Whitney test. The hypothesis analysis results indicate that the mathematical problem-solving abilities of students in the experimental group, which applied the STAD cooperative learning model, significantly outperformed the abilities of students in the control group receiving conventional instruction. The conclusion of this research is that the STAD cooperative learning model has a significant positive impact on students' mathematical problem-solving abilities

Impact of Self-Organized Learning Environment Model and STAD Cooperative Model on Knowledge Competency in Terms of Learning Independence in Dynamic Fluids Material

This study aims to investigate the differences in the effect of using Self-Organized Learning Environment and STAD cooperative learning models supported by the Sigil module on knowledge competency in terms of learning independence, and to investigate the differences in the effect of different categories of student learning independence on student knowledge competency. This study aim also to investigate interaction between learning independence with Self-Organized Learning Environment model and STAD cooperative learning model on student knowledge competency. The type of this research is a quasi-experiment. Using the cluster random sampling technique, class XI MIPA 1 was chosen as the experimental class, and class XI MIPA 3 as the control class. Data were collected using documentation, test, and questionnaire distribution methods. Data were analyzed using a two-way ANOVA technique followed by multiple comparison tests using Scheffe's method. The results of the study indicate that there is no difference in the effect of Self-Organized Learning Environment and STAD cooperative learning models supported by the Sigil module on students’ knowledge competency, and there is a difference in the effect between categories of student learning independence on knowledge competence. This study also proves that there is no interaction effect of the use of learning models and learning independence on knowledge competency.

Penerapan Model Pembelajaran Kooperatif Tipe STAD Untuk Meningkatkan Keterampilan Mengurutkan Pecahan pada Siswa Kelas VI SD 005 Tarakan

Application of stad type cooperative learning model to improve fraction sorting skills in grade VI students of SD 005 Tarakan. The type of research used is Classroom Action Research which consists of 4 stages, namely planning, implementation, observation, and reflection. The subjects in this study were grade VI students of SD Negeri 005 Tarakan in the second semester of the 2021/2022 academic year as many as 28 students consisting of 14 male students, and 14 female students. The instruments used for data collection are observation sheets and tests. Data analysis techniques used to analyze data obtained in the field are descriptive. The results of data analysis show that STAD cooperative learning can improve fraction sorting skills in grade VI students of SD Negeri 005 Tarakan

Pengaruh Model Kooperatif Tipe STAD Berbantuan Media Audiovisual terhadap Hasil Belajar Tematik Kelas V Sekolah Dasar

The purpose of this study was to analayzed the effect of the STAD-type cooperative learning model assisted by audio-visual media on the thematic learning outcomes of fifth grade at SDN 35 Pontianak Selatan. The quasi-experimental form was used in this study. The population was 102 students. Simple random sampling method was used to determine the research sample. Items in the form of short answers are used as research instruments. The results of the pre-test and post-test were analyzed using measurement techniques.The average cognitive learning outcomes of the control class were 67.28 and that of the experimental class was 76.03. After conducting the t test, it is obtained tcount (2.417) with ttable (α = 5% and dk = 59) of 2.0011, because tcount (2.417) > ttable (2.0011) then Ha is accepted. The average learning outcomes in the psychomotor domain of the control class was 74.31 and the experimental class was 79.41, obtained tcount (4.180) while ttable (α = 5% and dk = 65) was 1.999 so it can be seen that tcount (4.180) > ttable (1.999) ), thus Ha is accepted. Calculation of the cognitive domain effect size of 0.63 (moderate category). The effect size calculation for the psychomotor domain is 1.024 (high category). Therefore, the STAD cooperative learning approach with the use of audio-visual media has an impact on the thematic learning outcomes of fifth grade students at SDN 35 Pontianak Selatan.

Penerapan Model Cooperative Learning Tipe Student Teams Achievement Division (STAD) untuk Meningkatkan Hasil Belajar Siswa

The low student learning outcomes in mathematics may be caused by the selection of an inappropriate learning model. To be able to help students understand learning mathematics, it is necessary to take action that can improve learning outcomes. As an effort to improve student learning outcomes, this study used the STAD-type Cooperative Learning model with the type of Classroom Action Research (CAR). The purpose of this study is to determine the increase in student learning outcomes in mathematics before and after being given action in the form of applying the STAD-type Cooperative Learning model. Based on the findings that have been analyzed, there is an increase in learning outcomes in cycle I, namely during initial observations the average student learning outcomes in mathematics only amounted to 53.3. After the implementation of the first cycle of learning, student learning outcomes began to increase with an average value of 69.3. However, this increase tends to be still below the targeted completeness criteria. So earning was carried out again in cycle II. During the implementation of cycle II, it experienced an increase, namely an average value of 81.1 was obtained so that it could be declared "Completed" because it had achieved the targeted completeness criteria. Thus it can be concluded that the STAD Cooperative Learning Model can improve student learning outcomes in mathematics.

Implementation of Stad and Jigsaw Type Cooperative Learning Models in Science Learning at Lower Class Islamic Elementary School

In general, science subjects in the lower grades (grades 1 to 3) are not in curriculum 13, but in fact, science subject matter is always present in every learning theme. At the age of grades 1 to 3 children begin to interact with their peers and the environment around them. To develop the child's social spirit, a lower grade teacher is certainly very good if learning uses cooperative methods. One of the alternative cooperative learning models that can be used by teachers in the lower grades is the STAD and jigsaw cooperative learning methods. Writing this scientific paper aims to find out how the STAD and Jigsaw learning models are applied in the lower classes. The method used in this scientific writing is a type of qualitative research that takes a background at MI Ma'arif Caruy. The results showed that the STAD and Jigsaw learning methods in the lower grades could be applied well even though they were still accompanied by the teacher. Students could collaborate with their group mates or with other groups with the help of worksheets that had been prepared by the teacher, so that students could learn science material well. can work together, respect each other, appreciate and help each other if his friends are having difficulties.

Improving Mathematics Learning Outcomes Through Cooperative Learning Model Assisted by Media Dakota FPB and KPK

This research was conducted with the aim of improving learning outcomes in mathematics on the subject of FPB and KPK, in class IV students of MI Ma'arif Nu Kedungrandu for the 2022/2023 academic year using the STAD cooperative learning model assisted by dakota media. This type of research is classroom action research using the Kemmis and Mc Taggart model. The research subjects were all fourth grade students at MI Ma'arif Nu Kedungrandu in 2022/2023, consisting of 11 students, 8 boys and 3 girls. The object of this research is the results of learning mathematics on the subject of FPB and KPK on students. Data collection was obtained by the observation method and the test method to measure learning outcomes. The results showed that the class average score in cycle I was 82.6 with a weight of easy questions and a percentage of completeness of 80%, in cycle II the class average was 71 with a weight of difficult questions and a percentage of learning completeness of 80%. This research was said to be successful because 8 out of 10 students who took part in the action got a higher score equal to the specified KKM score. So it can be concluded that the STAD cooperative learning model assisted by dakota media can improve learning outcomes in mathematics on the subject of FPB and KPK in class IV students of MI Ma'arif Nu Kedungrandu in 2022/2023.