Implementation Of STAD Research Articles

Meningkatkan Prestasi Dan Kualitas Belajar Pelajaran Bahasa Indonesia Pada Materi Berbicara Dan Membaca Dengan Menerapkan Metode Stad Dan Metode Role Playing Pada Siswa Kelas VI SDN 12 Pelerang

The success of learning objectives is determined by many factors, including the teacher factor in carrying out the teaching and learning process, because teachers can directly influence, develop and improve students' intelligence and skills. To overcome the problems above and to achieve educational goals optimally, the role of teachers is very important and it is hoped that teachers have good teaching methods/models and are able to choose appropriate learning models that are in accordance with the concepts of the subjects to be conveyed. Problems to be studied in this research are: (a) How does student learning achievement increase with the implementation of STAD and Role Playing learning models? (b) What is the influence of the STAD and Role Playing learning methods on student learning motivation? The purpose of this action research is: (a) Want to know the increase in student learning achievement after implementing the STAD and Role Playing learning models. (b) Want to know the effect of student learning motivation after implementing the STAD and Role Playing learning methods. This research uses three rounds of action research. Each round consists of four stages, namely: design, activities and observations, reflection, and revision. The target of this research is Class VI students of SDN 12 Pelerang for the 2021/2022 academic year. The data obtained are in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis it was found that student learning achievement had increased from cycle I to cycle III, namely, cycle I ( 68.18%), cycle II (77.27%), cycle III (86.36%). The conclusion of this research is that the STAD and Role Playing model methods can have a positive influence on the learning motivation of Class VI Students at SDN 12 Pelerang for the 2021 Academic Year /2022 and this learning method can be used as an alternative for learning Indonesian.

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.

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

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

MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI INTERAKSI MAKHLUK HIDUP DAN LINGKUNGANNYA MENGGUNAKAN MODEL KOOPERATIF TIPE STAD BERBANTUAN VIDEO DI KELAS VII A SMP

This study aimed to improve students’ learning outcomes through video-assisted STAD of cooperative learning types. The topic of study was the interaction between living things and their environment, which taught in the class of VII A SMP Islam Bawari, Pontianak. This research adopted a classroom action research (CAR) with two cycles which executed in two meetings. Each cycle consisted of four stages: planning, action, observation, and reflection. The instrument for data collection included learning observation sheets and learning achievement test. In the implementation of the video-assisted STAD model, all stages in cycle I and II were entirely (100%) implemented following the planned learning design. The average student learning outcomes increased from 77.00 (cycle I) to 86.60 (cycle II) with the percentage of completeness (Kriteria Ketuntasan Minimal, KKM) of 76% and 92% for the cycle I and II, respectively. Overall, the implementation of STAD, which was assisted by the video, succesfully improved students’ learning outcomes on the topic of interaction between living things and their environment of class class VII A SMP Islam Bawari.

Improving Reading Comprehension through STAD of the Eighth Grade Students of SMP Kalam Kudus Bali

This study aimed to find out whether or not reading comprehension of the eighth grade students of SMP Kalam Kudus Bali in academic year 2019/2020 can be improved through STAD. The subject of this study was the students of the eighth grade especially VII B class. This research focused on figuring out the efficacy of STAD in improving reading comprehension, changing learning habit and to find out the factors which influenced the improvement of reading comprehension. The data was collected from the tests and questionnaire. The present study made use Classroom Action Research (CAR) with qualitative and quantitative data. The result of the pretest showed that the ability of the subjects still low and need to be improved. After the implementation of STAD in teaching learning process, the mean score of the subjects was increased and it meant that this technique was successful to improve not only their ability but also it could change their learning habit. It could be seen from the mean score of the pre-test, post-test 1 and post-test 2 was 69.67, 77.29 and 89.19.

DIGITAL MEDIA BASED STAD +3R AS AN INNOVATIVE METHODS FOR WRITING EXPLANATION TEXT TEACHING LEARNING

Innovation in learning has to be done,  including IKIP Siliwangi students, learning innovation becomes the background in this research, the innovation in question is to develop existing learning models tailored to the needs of students and combine learning model with digital media. The purpose of find out the results of students' learning in writing expplanation text using innovative methods, and to know the implementation of STAD+ 3R methods based on digital media as innovative methods. The research used is quantitative descriptive in the form of Nonequivalent control groups. The population in this study was 300 grade VIII students. The sampling used purposive sampling and obtained grade VIII B as an experimental class of 30 students and grade VIII A as a control class of 30 students. The results showed the study increased the average score by 21.87 points from 56.13 to 78. Significant differences through statistical test with signification score of 2-tailed independent t test sample test is 0.003 < 0.05, it can be concluded there is a meaningful difference between the control and the experiment class, Implementation of STAD +3R method based on digital media goes very well with the results of students' work in the experiment class with digital products in the form of vlog, pptx and e-book. Â

Teaching Reading Comprehension Using STAD to the Students in Grade Eight at SMPN 3 Cipeucang

Cooperative learning is a group of learning activity which conveys skills of collaborating, cooperating, sharing and socializing in which students of all levels of academic ability working together in structured groups rather than as individuals in order to achieve the goals that could not be achieved individually. STAD is a cooperative learning strategy in which in one group consists of four to five learners with different levels of academic ability working together to arrive at the objective of the learning. This study aims to analyze the implementation of STAD in teaching reading comprehension narrative text to the students in grade eight at SMP Negeri 3 Cipeucang. This study employs Classroom Action Research. The data is obtained from the teaching-learning process, the result of the students’ task scores, observation, and field notes. The results of this study show that STAD is applicable and practical to be applied in teaching reading comprehension. The implementation of STAD in teaching reading comprehension significantly improves students’ reading comprehension. This classroom action research has met the criteria of success in which in the first meeting, 80.6% students’ reading comprehension task scores are equal to or above the minimum passing grade (KKM) 70, and in the second meeting, 87% students’ reading comprehension task scores are equal to or above the minimum passing grade. In fact, STAD is good not only for the students, but also for the teacher. STAD offers the teacher a better peer teaching and to be more concerned on the teaching and learning process. STAD offers more fun to the learning process and creates good interaction between the students in learning the lesson material. In addition, the students are highly motivated and interested to the learning.

Student Teams Achievement Division with a Learning Video to Increase Students` Achievements and Learning Motivation in Social Science Learning

This research aims to measure the effectiveness of the implementation of learning model STAD using video to improve the students’ motivation and students ‘achievement. The type of this research is classroom action research, that is conducted at Sidoharjo Junior High School 2 Sragen, Indonesia. The implementation of cooperative learning with STAD model using video could improve the students` learning achievement. The average score was 76, 13, and the percentage of minimal classical completeness reach 87, 09 %. However, perceived on the classical completeness criteria, all of the students have completed the criteria, and reach 85 % of the learning target. The implementation of STAD using natural resources video could improve the student`s motivation. The result of the research shows the average score of 83, 97%, and the percentage of minimum criteria shows 80%.

HUBUNGAN ANTARA MOTIVASI DAN AKTIVITAS BELAJAR SISWA TERHADAP HASIL BELAJAR KOGNITIF SISWA DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION PADA KONSEP EKOSISTEM

One of the very important process in education is a learning process. The success of the learning process is necessary to motivate the student to be able to encourage their learning activities. STAD cooperative learning is a learning model that trains students to work together in a small group and help each other in solving problems, thus the gain mastery of subject matter understanding. STAD cooperative learning model is not much different from the usual lesson by the teacher. Teachers still contribute in the learning process so that not just released and expected students still easy to adaptable. The purpose of this study was to find out the relationship between motivation and student learning activities with the implementation of STAD. This study used quasi-experimental research method. The population of this study was all first grade students in Model Islamic State Junior High School (MTsN) of Banda Aceh amounting to 39 students chosen from 11 classrooms. Samples were collected by using random sampling technique. Instruments of this study were cognitive learning outcomes test, student motivation questionnaire, and student learning activity observation sheet. Data were analyzed by multiple correlation test at significant level of 0.05. The results of the analysis of research data shows the value of R = 0.56 with P 0.00 (< 0.05) then Ho is rejected and Ha accepted. It can be concluded that there was a significant relationship on student motivation and learning activity toward student cognitive learning outcomes by the implementation of STAD. In order to improve the cognitive learning outcomes,motivation and learning activities optimally it is expected that biology teachers implemented STAD than can actively involve the students in learning process.