Student Team Achievement Division Learning Research Articles

Penerapan Model Pembelajaran STAD (Student Teams Achievement Division) untuk Meningkatkan Hasil Belajar Materi Dimensi dan Struktur Pembelajaran IPS di Kelas V Sekolah Dasar Negeri 05 Sungai Pinang

The background of this research is that children do not like social studies lessons and children feelbored with the material. This research aims to improve social studies learning outcomes in dimensions and structure material through the application of the STAD (Student Teams Achievement Division) learning model for fifth-grade students at SD Negeri 05 Sungai betel nut. This research is a classroom action research (CAR) which is carried out in 2 cycles and 4 stages consisting of planning, implementing, observing, and reflecting. the subject of this study was the fifth children of SD Negeri 05 Sungai Pinang, data collection techniques used observation and assignments in the core activities, to obtain information about students' activeness in participating in the teaching and learning process and seeing social studies learning outcomes in material dimensions and structure. Social studies learning outcomes on dimensions and structure are said to have increased. It can be seen from the results of cycle II that there was an increase of 86, 66 %. This increase is due to changes in the use of learning models that are by the conditions of students so that students more easily understand the material and learn more actively in collaboration. As well as increasing the sense of responsibility in carrying out the task.

The Effect of Student Team Achievement Division (STAD) on Student Learning Outcomes of SMP Negeri 1 Tinondo

The learning model is very influential on the success of learning. the right learning model can affect learning outcomes in the classroom. This study aims to determine the effect of the model Student Team Achievement Division (STAD) on the Learning Outcomes of Class VIII Students of SMP Negeri 1 Tinondo. The type of research used in this study is a Quasy Experiment type of research. The total population in this study were 48 students of class VIII at SMP Negeri 1 Tinondo. The sample used in this study consisted of two classes, namely: the experimental class (Class VIII A totaling 24 students), and the control class (Class VIII B totaling 24 students). With the research design Control Group Pretest-Posttest Design. The instrument used to measure learning achievement tests is an essay test in the form of a pretest and posttest. The instrument used to measure learning achievement tests is an essay test in the form of a pretest and posttest. data analysis technique using independent sample t-test. The results showed that, After the pretest and posttest were carried out in the experimental class using the STAD learning method, the independent t-test value of the N-gain sample t-test was obtained with the t-count value > t-table. Based on the table above, it is known that the t count is 7,926 with a significance of 0.000. The t-table obtained from df = 46 at a significant level of 5% is 2.018. So t-count > t-table. So there are differences in student learning outcomes scores in different ways significantly between the experimental class and the control class. Based on the results of the study, it can be concluded that the model Student Team Achievement Division (STAD) learning can affect the learning outcomes of science at SMP Negeri 1 Tinondo. Keywords: STAD learning model, Student learning outcomes.

Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts

This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects, because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so that students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11<0.05), the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.

Peningkatan Hasil Belajar Mekanika Teknik Menggunakan Model Pembelajaran STAD (Student Teams Achievement Division) pada Siswa Kelas X DPIB2 SMKN 2 Karang Baru Kabupaten Aceh Tamiang

Improving Engineering Mechanics Learning Outcomes Using the STAD (Student Teams Achievement Division) Learning Model for Class X DPIB2 Students at SMK Negeri 2 Karang Baru Aceh Tamiang. The goal to be achieved in this Classroom Action Research (CAR) is for students to increase their interest in learning Engineering Mechanics, so that students gain knowledge, skills and positive attitude changes. This Classroom Action Research (CAR) was conducted in class X DPIB2 SMK Negeri 2 Karang Baru, located on Jalan Ir. H Juanda Karang Baru, Karang Baru, Aceh Tamiang Aceh Province The number of students is 22 people, with heterogeneous socio-economic backgrounds. Implementation of Classroom Action Research carried out in 2 cycles. In the first cycle, they could not achieve the expected results, because students were still not used to it. After there is motivation, in the implementation of the second cycle there is a very significant change in a good direction. Students are already showing an increased interest in studying Engineering Mechanics. STAD type cooperative learning can change learning from teacher center focus to student centered. The results showed that there was an increase in the activeness of student learning as indicated by an increase in the average class score from cycle I to cycle II of 16.84%, and an increase in student learning outcomes as indicated by an increase in the average class score, namely from the pre-cycle to cycle I of 8.28% and from cycle I to cycle II of 10.40%.

EFEKTIVITAS PEMBELAJARAN PAK DENGAN METODE STAD BERBANTUAN YOUTUBE TERHADAP HASIL BELAJAR SISWA KELAS IV SD ALOYSIUS SEMARANG

There is a problem that in grade IV SD Aloysius Semarang found students who feel bored and bored because of monotonous methods and unattractive media so that students are not responsible for student learning so that the impact on student learning outcomes is low, so many students have not reached the KKM which is determined by the school is 80. So this study aims to:
 1) To determine the extent to which students' sense of responsibility has a positive effect on learning outcomes in fourth grade students of SD Aloysius Semarang; 2) To find out how far the learning of the Student Teams Achievement Division (STAD) method assisted by YouTube is more effective in improving student learning outcomes than the conventional method for fourth grade students of SD Aloysius Semarang; 3) to find out to what extent learning using the Student Teams Achievement Division (STAD) method can increase the number of students who reach the KKM in fourth grade students of SD Aloysius Semarang. This research applies an experimental quantitative approach. This type of experimental research is referred to as true experiments. The research design used was Prettest-posttest Only Control Group. with research subjects amounted to 57 fourth grade students of SD Aloysius Semarang. This study consisted of two classes: 1) the experimental class applied the STAD learning method; 2) the control class implements the Conventional method. The instrument used was a multiple choice test with 20 questions and a student responsibility observation sheet. The data analysis of this study used the influence test, homogeneity test and comparative test, N-Gain test and descriptive statistics assisted by SPSS version 21. The results showed that there was a positive influence of students' sense of responsibility on learning outcomes, both groups had a significant value >5% then is homogeneous. Because the data is homogeneous, the hypothesis H0 is accepted and H1 is rejected. Then the Independent t test is carried out at t value sig = 0.000 = 0.0% <5%, then H0 is rejected or H1 is accepted. The results of the N-gain test analysis showed a significant difference, namely the N-Gain value of the experimental class was 59.8052 or 59.8% and was included in the Quite Effective category, while the N-Gain value of the control class was 43.1052% or 43.5% included in the less category. effective. After treating the Student Team Achievement Divisions (STAD) method assisted by YouTube in the experimental class, there were 68.9% or 20 of the students who reached the KKM. Thus, it can be concluded that the use of the YouTube-assisted Student Team Achievement Divisions (STAD) method is more effective on learning outcomes.

The Use of Cooperative Method Type Student Teams Achievement Division as an Effort to Increase Student Learning Outcomes in Fiqh Subjects at the Integrated Madani Islamic Elementary School in Aceh Tenggara


 
 
 
 This study aims to determine student learning outcomes in the subject of Fiqh before and after using the Student Teams Achievement Division learning model and to determine the effectiveness of students in class during learning. This study uses the type of Classroom Action Research (CAR) with II cycles and each cycle consists of planning, implementing, observing, and reflecting through the application of the Student Teams Achievement Division learning model in the Fiqh subject on Freedom of Organization. Based on the research results, it can be concluded that student learning outcomes before the action only get an average score of 64.41 or 21% success rate. After the application of the Student Teams Achievement Division learning model in cycle I, students Fiqh learning outcomes had an average score of 70.52 or 52.6% student success rate. In cycle II, an average score of 83.16 or 83.21% was obtained for the success rate of the students. This Classroom Action Research can be said to increase by using the Student Teams Achievement Division learning model.
 
 
 

Implementing STAD cooperative learning model integrated interactive PhET simulation to enhance high school students’ learning outcomes: a case of momentum-impulse concepts

This study aims to determine the effectiveness of STAD with the help of PhET interactive simulations in increasing student activity and learning outcomes and to find out the difference in improving student learning outcomes before and after the implementation of Student Team Achievement Division (STAD) cooperative learning with the help of PhET interactive simulations about momentum and impulse. This research was conducted because there are still many students who get unsatisfactory learning outcomes in physics subjects because students think that physics subjects are difficult to understand. One of the reasons is that learning is dominated by the teacher so students do not have the opportunity to exchange ideas. In addition, students need tools to get an overview of the material presented by the teacher. So that STAD learning with the help of interactive PhET simulation can help students to improve student learning outcomes. The research method used is a quasi-experimental design with a non-equivalent control group. Based on the Wilcoxon test, the Z value was obtained (Z=-2.532; p=0.11), and the hypothesis was that there was a difference in the improvement of student learning outcomes between those using STAD learning with the help of PhET interactive simulation and conventional learning methods.

Improved Ability To Study Persuasion Structure Using The Student Teams Achievement Division Learning Model

This study aims to improve students' ability to study the structure of persuasion texts using the Student Teams Achievement Division learning model. The subjects of this study were 25 students of class VIII-A of SMP Negeri 2 Gunungsitoli Utara, totaling 25 students, 8 male students and 17 female students. This study uses a Classroom Action Research model with the implementation procedures of planning, action, observation, and reflection. This research activity was carried out in two cycles using data collection techniques, observation sheets, and assessment sheets. Based on the results of the study, there was an increase in the ability of students to study the structure of persuasion texts using the Student Teams Achievement Division learning model. It can be seen in the results of the first cycle that the lowest value is 43.75, and the highest is 75, with an average value of 57.25. In contrast, the second cycle obtained the lowest value of 56.25 and the highest of 93.75. Based on the study results, it can be concluded that the Student Teams Achievement Division learning model can improve students' ability to study the structure of persuasion texts for class VIII-A students of SMP Negeri 2 Gunungsitoli Utara.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XI IPS MAN 4 TANAH DATAR

Main point for achieving learning goals and other mathematical abilities is the mathematical understand concepts ability. However, in reality the mathematical understand concepts ability owned by students of class XI IPS MAN 4 Tanah Datar is low. The effort that can be made to improve that ability of student are to apply student teams achievement division (STAD) learning model. The goals of research is for to know and analysis whether mathematical understand concept ability of students uses the STAD model is better from mathematical understand concept ability of students uses the direct learning model and to know and describe the development of the mathematical understand concepts ability of students use the STAD learning model in students of class XI IPS MAN 4 Tanah Datar. The type of the research is quasi-experimental and descriptive research with non-equivalent posttest-only control group design. Result showed that mathematical understand concept ability of students uses the STAD learning model is better from mathematical understand concept ability of students uses the direct learning model. Then, the mathematical understand concept ability of students uses STAD cooperative learning model has increased significantly. Keywords – mathematical concept, STAD learning model, direct learning

Penerapan Model Pembelajaran STAD dalam Pembelajaran IPS untuk Meningkatkan Motivasi Belajar Siswa

Improving learning motivation for students through effective learning models is important so that learning is more meaningful. The purpose of this study is to describe the STAD learning model in social subjects to increase students' learning motivation. The research approach used was qualitative with the Class Action Research (CAR) method. The research subjects were students of class IX G SMPN 14 Banjarmasin in the 2019/2020 academic year. Research design started from planning, implementation, observation and reflection. To collect the data, this research used observation, assessment (test), discussion ( sharing ) and documentation. The results showed that the application of the STAD learning model was able to create a learning atmosphere that aroused excitement and enthusiasm for students’ learning, so that almost all students were motivated in social studies learning. This is indicated by the increasing number of students who are enthusiastic in the Social Sciences KBM process cycle II, which is 97% of all students in class IX G. The STAD learning model had succeeded in increasing students' learning motivation and is relevant to be applied in social studies subject. Keywords: Learning motivation, Student Teams-Achievement Divisions (STAD) learning model, Social Studies learning

EFFORTS TO IMPROVE SOCIAL SCIENCE (IPS) LEARNING ACHIEVEMENT THROUGH THE STAD LEARNING MODEL FOR GRADE IX A STUDENTS OF UPT SMPN 25 GRESIK ACADEMIC YEAR 2021/2022

The quality of teaching and learning activities is not only observed in terms of results, but also must be surveyed from the process. The quality of the teaching and learning process is characterized by the level of student participation in teaching and learning activities. The level of student participation in teaching and learning activities could always be improved when the teacher attempts to utilize teaching strategies effectively to improve the quality of teaching and learning activities from the aspect of the process. Thus, the quality of the process from the aspect of the results will increase, or it could be mentioned as the improvement of student achievement.Based on the reasons or background of the problems, the author is interested in conducting class action research with the title "Efforts to Improve Social Science (IPS) Learning Achievement through the STAD learning Model for Grade IX A students of UPT SMPN 25 GRESIK Academic Year 2021/2022". Based on the results of research and discussion, social science learning by applying the learning model student teams achievement division which has been implemented in Class IX A UPT SMPN 25 Gresik can improve student achievement regarding the topic of inter-space dependence and its effects to the welfare of society. This can be seen from the increasing grade point average and classical completeness from cycle I to cycle III. The average score of the class in the first cycle was 67.19 with a classical completion of 62.5 %, the second cycle obtained an average score of 73.13 with a classical completion of 81.25%, and the third cycle obtained an average score of 78.75 with a classical completion of 93.75%. Student learning activities during the application of student teams achievement division (STAD) learning model also increased. This can be observed from the increase in student activity from cycle I to III. Students who are active in teaching and learning activities in cycle I were 69%, Cycle II were 74% and cycle III were 98 %

The Influence of Student Team Achievement Division (STAD) Cooperative Learning Model on Third Graders’ Civic Education Learning Outcomes

This study discussed about the influence of student team achievement division (STAD) learning model on third graders’ civic education learning outcomes. This research used quantitative research method, and the participants were 30 students. The data analysis begins by conducting validity and normality test, and it is continued by implementing STAD learning model in the classroom. Students’ civic education learning outcomes reached the score at 62.40 before the implementation, and it increased into 83.73 after giving the instruction learning using STAD learning model. It implies that STAD learning model have positive affects towards third graders’ civic education learning model.

THE EFFECT OF COOPERATIVELEARNING MODEL WITH STUDENT TEAM ACHIEVEMENT DIVISION TYPE AND MOTIVATION TOWARD PHYSICS STUDY RESULT

The research aimed to describe the effect of cooperative learning model with Student Team Achievement Division type and motivation on study results in physics. This is a true-experimental design’s research with a 2 × 2 factorial design conducted at SMAN 2 Makassar. Independent variable is the model of learning; which they are cooperative learning model STAD (Student Team Achievement Division) and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable is the study result of learning physics. The instrument was a questionnaire of motivation to learn physics is used to measure the motivation of students, whereas physics achievement test used to measure the study results of physics in students. There are 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as samples. The data analyzed using analysis of variance two-lane. The results showed (1) Study results of physic in students taught using cooperative learning model STAD (Student Team Achievement Division) higher than students taught using conventional learning models. (2) Students with high motivation to learn physic, the study results of studying physics taught using cooperative learning model STAD (Student Team Achievement Division) higher than students taught by conventional learning model; (3) Students with low motivation to learn physics, study results of physics taught using cooperative learning model STAD (Student Team Achievement Division) lower than students taught by conventional learning model, and (4) there was a significant interaction effect between learning model and motivation for study results in physics

PENGARUH MODEL PEMBELAJARAN STAD BERBANTUAN MEDIA PLOTAGON TERHADAP KEAKTIFAN DAN HASIL BELAJAR IPA SISWA KELAS V SD

The learning process at SDN Cibuntu 01 which has not used learning models and interactive media makes learning monotonous and conventional. The purpose of this study was to determine the effect of the Student Teams Achievement Division (STAD) learning model assisted by plotagon media on the activeness and learning outcomes of science in fifth grade elementary school students. This study uses a quantitative experimental approach with the Pre-Experiment method and the One Group Pretest Posttest design. By using saturated sampling technique, the research sample was obtained from one research class consisting of 27 students. The instrument in this study was a learning activity observation sheet and a test of learning outcomes in the form of multiple choice. Based on the results of the analysis of student activity, it was found that tcount (12,913) > ttable (2,064), as well as the results of the analysis of the learning outcomes test obtained tcount (14,736) > ttable (2,064). Based on the results of the analysis, it can be concluded that there is an effect of using the STAD learning model assisted by plotagon media on the activity and learning outcomes of the fifth grade students of SDN Cibuntu 01.

The Effect of STAD Application on Student Learning Outcomes in English Class V ICP English at Elementary School

This study aims the problems experienced by the fifth grade ICP students of SD Muhammadiyah 3 Ikrom regarding the relatively low learning outcomes of English. This is due to the lack of motivation during learning and the boredom felt by students. Researchers chose the STAD learning model because it can keep up with the times, namely by using online learning media in the form of the Zoom application. The researcher did a Breakout Zoom to divide the group. This research uses experimental quantitative research methods. The T-test on the SPSS program was also carried out to analyze whether there was an influence and how much influence the student learning outcomes had after the implementation of the Student Teams Achievement Division learning model. The results of the study indicate that there is a significant influence from the application of the STAD learning model. There was a significant increase in the average score from Pre-Test to Post-Test. Meanwhile, the magnitude of the effect of the application of the STAD learning model can be seen in the results of the T-test analysis with T-count > T-table, which means H0 is rejected and Ha is accepted.

THE EFFECT OF COOPERATIVE MODEL TYPE OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ASSISTED WITH VIDEO MEDIA LEARNING ON THE INTERACTION OF LIVING THINGS WITH THEIR ENVIRONMENT ON STUDENT LEARNING OUTCOMES

The goal of this study is to determine how the Student Team Achievement Division (STAD) cooperative learning model, along with video learning media, affects student learning results. With a quantitative approach, the researchers used the Pre-test Post-test Nonequivalent Control Group Design. Test and non-test data gathering methods were used. The experimental class was 32 students from SMPN 1 Sidoarjo from class VII-B, and the control class was 32 students from class VII-C. One science teacher and one science student served as observers in this investigation. Pre-test and post-test sheets, student response surveys, and learning implementation sheets were among the instruments used. Quantitive data used in the data analysis technique. The learning outcomes in this study were based on the post-test paired t-test at α = 0,05 getting the value of tcount = 8,02 and ttable = 2,040 where tcount > from ttable, indicating that using the cooperative model type Student Team Achievement Division (STAD) assisted by learning video media has an effect on student learning outcomes on the interaction of living things with their environment. Student answers to STAD learning aided by video media are extremely favorable, with an average percentage value of 95.70, placing them in the very good category. According to the high success rate in the implementation of learning in the experimental class at the first meeting, the average percentage was 87,17%, at the second meeting, the average percentage was 97,9% and in the control class, the average percentage was 89,13%, at the second meeting the average percentage was 89,97%. Both classrooms received high marks for learning implementation. Students' enthusiasm and learning outcomes are affected by the usage of the STAD cooperative model and video media. The study concludes that using a STAD type cooperative model in conjunction with video learning media to explore the interactions of living things with their environment can improve student learning outcomes.

IMPROVING THE STUDENTS’ SPEAKING ACHIEVEMENT BY APPLYING THE STUDENTS TEAM ACHIEVEMENT DIVISION AT CLASS XI MIA 2 OF SMA NEGERI 6 MEDAN

This study aims to improve the ability to speak English in students in Medan. In this study, research data collection techniques used observation, interviews and documentation methods. The data sources for this study were students at SMA Negeri 6 Medan in class XI MIA2. By applying the Student Team Achievement Division learning model and using dialogue media. the research instrument is test, observation sheet, interview (Classroom Acton Research) . This study uses a qualitative and quantitative design. The research data analysis technique uses three steps, namely 1. Data reduction, 2. Data presentation, 3. Making conclusions. Findings from data analysis, Before applying the Studnet Team Achievement Division (STAD) learning model, there were 30 students (96%) who did not complete with a score of 44.46-66.67. and 6 (4%) students 78.78 - 88.89 completed with grades. And after applying the Student Team Achievement Division (STAD) learning model, in the first cycle there were 35 students (99%) who scored 78.78. 88.89 this value has exceeded the KKM score of 75% and 1 student (1%) did not complete. There was an increase of 26.15. The conclusion is that the application of the Student Team Achievement Division learning model is very effective in improving students' speaking skills.

Development of Macromedia Flash-Based Learning Media Using the Student Team Achievement Division Learning Model to Improve Students' Spatial Ability and Resilience at MTs Mardiyah Islamiyah Panyabungan

This study aims to: (1) analyze the validity, effectiveness and practicality of learning media based on Macromedia Flash that has been developed; (2) Describe the improvement of students' spatial abilities through the development of learning media based on Macromedia Flash; (3) Describe the increase in student resilience through the development of learning media based on Macromedia Flash. This research is categorized into the type of research and development research (research and development). This development research was carried out at MTs Mardiyatul Islamiyah Panyabungan, which is located on Jalan Sipolu-Polu, Panyabungan in the even semester of TP. 2020-2021. The subjects in this study were 8th grade students of MTs Mardiyatul Islamiyah Panyabungan. The results showed that: (1) The developed learning media had met the valid, practical and effective criteria; (2) The increase in students' spatial ability was obtained from the increase in the average of the indicators of students' spatial ability in trial 1, in trial 2 and from trial 1 to trial 2; (3) An increase in the mean of students' Mathematical Resilience between trials, from 12.80 in trial 1 to 12.89 in trial 2. Keywords: Learning media development, Student Team Achievement Division, Spatial Ability, Resilience DOI: 10.7176/JEP/13-11-04 Publication date: April 30 th 2022

Application of Student Team Achievement Division (STAD) in Improving Students Activities and Learning Achievements

This experiment aims to describe the results of the application of the STAD learning model in increasing physics learning activities and achievements. The subjects studied were students of class VII-1 of Kediri State Islamic Junior High School 2. This study uses a qualitative method with the type of CAR (Classroom Action Research). The research subjects in this study were students of class VII-1 even semester 2018/2019 academic year total 31 students. The results of data analysis in cycle 1 showed that student achievement had not reached the passing standard and student activity was still in the low category. While the results of data analysis in cycle 2 showed that student achievement had reached the passing standard and student activities had increased in all aspects except for the aspects of oral activities, drawing activities, and mental activities which had not yet reached the standard passing indicators. Thus, it can be concluded that the application of the STAD model can increase student activity and achievement.

The influence of student teams achievement division learning method toward the accuracy of partograph documentation on students in diploma study program of midwifery

Background:The essential aspect ofthe learning system is implementingthe learning method; withthe proper method, the teaching and learning process will be more precise, effective, and efficient. Whereas the dissociated and uncreative learning methods will contribute to the low comprehension material on students. Virtually, various methods can be implemented to escalate students' comprehension in the teaching and learning process; one of those methods is the STAD (Student Teams Achievement Division),which focuses on active learning patterns through Student-Centered Learning. This method teaches students about collaboration, responsibility, interaction, trust, decision making, communication, and conflict management. Objectives:The focal point of this study is to determine the influence of the STAD(Student Teams Achievement Division) learning method on the accuracy ofpartograph documentation. Method:This study uses a Quasi-Experimental design with a Pretest-Posttest Design. The sample in this study consists of 30 students taken fromthe Quota Sampling technique. This study implementsthe Wilcoxon test to analyze the data. Results:The Student Teams Achievement Division learning method significantly influences the accuracy of partograph documentation with a p-value of 0.000 < 0.05. Conclusion:The implementation of the Student Teams Achievement Division learning method can improve student skills in partograph documentation.