STAD Model Research Articles

The Effectiveness of TPS and STAD Models Against Skills Writing Fantasy Texts Reviewed from Motivation Study Grade VII Junior High School Students

Study This aiming for know the effectiveness of the TPS and STAD models in learning write text fantasy If reviewed from motivation Study student class VII. This research is a quantitative research . The population in this study was S MPN 7 Magelang. The sample in this study used the cluster random sampling technique . The data in this study were the scores of the results of the fantasy text writing skills test and the scores of the learning motivation questionnaire. Data analysis used the anova test and the difference test . The results of the study This show There is a significant difference in the ability to write fantasy texts between grade VII students before and after using the STAD and TPS models in learning write text fantasy , as well as the STAD model more effective compared to with the TPS model in learning write text fantasy If reviewed from motivation Study

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.

Flipbook Media Based on STAD Model to Improve Social Studies Learning Outcomes of Grade IV Elementary School

Flipbook Media Based on STAD Model to Improve Social Studies Learning Outcomes of Grade IV Elementary School

Penerapan Model Pembelajaran Kooperatif Dengan Berbantuan Media Pembelajaran Kahoot Untuk Meningkatkan Minat Belajar Peserta Didik Pada Materi Mitigasi Bencana Alam Di Kelas XI IPS 2 SMA Negeri 6 Surakarta Tahun Ajaran 2022/2023

<span lang="EN-US">Learning can help students to show excellence according to their talents and interests. Therefore, students have the right to get support to increase their interest in learning. However, in SMA Negeri 6 Suarakarta, students' interest in learning geography is still low, namely 58%. The use of appropriate learning models and media can help to increase students' learning interest. This study aims to determine the application of the cooperative learning model assisted by learning media to increase students' learning interest which influences the learning outcomes of students in SMA Negeri 6 Surakarta class XI IPS 2. Data collection techniques use observation sheets, interest questionnaires, pre-test sheets and post-test, kahoot media, and documentation. The results of this study are that the application of STAD, TGT, and NHT cooperative learning models assisted by kahoot learning media can increase interest in learning by 58% (pre-cycle), 66% (cycle I), 71% (cycle II), and 78% (cycle II). cycle III). Increasing interest in learning has a positive impact on student learning outcomes which also increase, namely 57 (pre-cycle), 80 (cycle I), 85 (cycle II), and 86 (cycle III).</span>

Penerapan Model Pembelajaran Kooperatif Tipe STAD dalam Pembelajaran Fiqh di Madrasah Ibtidaiyah

This study aims to describe the implementation of STAD cooperative learning model in learning fiqh grade IV in madrasah Ibtidaiyah. The research used a qualitative approach with a case study method involving data collection through interviews, document study and observation. Data analysis used triangulation and research team group discussion. The research was conducted at Madrasah Ibtidaiyah Tarbiyatul Islam 01 Karawang involving teachers and grade IV students. The results of the study showed that the application of the STAD type cooperative learning model provided a number of positive impacts and results, such as increasing social interaction between students, strengthening collaborative skills, and building confidence in communicating and sharing ideas. This model also increases learning motivation, increases class participation, and encourages the development of problem-solving and critical thinking skills through group discussion and collaboration. Despite facing obstacles such as intensive preparation and effective group management, the application of the STAD model in Fiqh learning has a significant positive impact on the quality of learning and student learning outcomes.

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

Application of STAD Model Cooperative Learning To Improve Mathematics Learning Activities of Grade VI Students of SDN XI No. 40 Blimbing, Malang Regency

The implementation of education in schools makes various kinds of lessons to students that must be taken in realizing their ideals. The subjects received and taught to students must be developed and improved in accordance with changes in the school curriculum. The purpose of learning mathematics is expected that students are able to provide knowledge to learn and understand mathematical concepts and be able to apply scientific methods that provide process skills to solve problems in everyday life. Based on research conducted by researchers for two weeks in the field from the 03rd to the 15th, researchers managed to collect some data that the number of samples studied was 26 students in a column and read the pressure in the table of the average value r product moments with a signification level of 5% we will find the number 0.388. This number shows the signification limit number, while the average calculated value of 0.8915 means that the relationship between the learning outcomes of cooperative students and non-cooperative groups through the STAD model cooperative learning is quite good. Because the calculated value obtained by r = 0.8915 means that jau is above the signification limit of 0.388. According to the results of the data analysis obtained, the relationship between the learning outcomes of cooperative students with non-cooperative groups with the cooperative learning strategy of the STAD model is very significant between the learning outcomes of cooperative students of group X with the learning outcomes of non-cooperative students of group Y.

Using Snakes and Ladders Game and Crossword Puzzle as STAD Model Based on Students’ Creativity

This research analyzes and finds out several things; 1) the influence of STAD learning using the snakes and ladders game on students' social studies learning outcomes based on high and low learning activeness; 2) To determine the effect of STAD learning using TTS media on students' social studies learning outcomes based on high and low learning activeness. This research method uses quasi-experimental research (quasi-experiment). This research was divided into two classes, namely experimental class I and experimental class II, which were given learning treatment using the STAD learning model. The results of the research are that; 1) The STAD learning model using the snakes and ladders game on learning outcomes based on high learning activity of students in class V of State Elementary School, Kisaran Barat District, the average pre-test score is 65.8 and the average post-test score is 83.6 with a point difference of 18 or 26 .1%. The pre-test average was 61.8, while for Randa students' active learning the post-test average score was 71.27 with a difference of 9 points or 13.9%. 2) The STAD learning model with a crossword puzzle game on learning outcomes based on students' high learning activity, with an average pre-test score of 59.27 and after being treated the average score was 69.82, a difference of 11 points or 15.5%. Meanwhile, based on students' low learning activity, the average pre-test score was 57.33 and after being treated the average score was 67.6, the difference was 10 or 15% points. The conclusion is that there is an influence of the STAD learning model with crossword puzzles and snakes and ladders on learning outcomes based on students' high and low learning activeness and the same goes for using snakes and ladders.

Improving mathematics learning outcomes of first-grade students with additional material using the STAD model at SDN Srengseng Sawah 04 South Jakarta

Improving mathematics learning outcomes of first-grade students with additional material using the STAD model at SDN Srengseng Sawah 04 South Jakarta

The Effectiveness of The Stad-Type Cooperative Learning Model on The Mathematical Problem-Solving Ability of Elementary School Students

Students’ ability to solve problems is still lacking because they often rely on memorizing concepts. The purpose of this research is to determine the effectiveness of the STAD-type cooperative learning model in helping students solve mathematical problems. This type of research used descriptive quantitative research. This research approach used an experiment with a Quasi experimental design in the form of a pre-test post-test control group design. This research was conducted using a sample of fifth-grade students at Dukuhan Kerten State Elementary School, even semester of the 2022/2023 academic year. This research used a cluster random sampling technique where two experimental and control classes were obtained. Independent Sample T-Test is one type of data analysis test used. STAD and conventional learning models show different levels of effectiveness, as seen from the Sig. (2-tailed) of 0.044 < 0.05 indicated that is rejected. In the Independent sample t-test the mean value of the experimental class also bigger than the mean of the control class, which is 0.4280 > 0.2708. It showed that in improving fifth-grade students’class V mathematics problem solving skills on geometric material, the STAD learning model is more effective to use.

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.

Application of the STAD Learning Model Assisted by the Gamasia Module to Improve Students' Understanding of Concepts

The learning models and media have not been fully employed by teachers to optimize students' understanding of concepts. This research aimed to describe the application of the STAD model assisted by the Gamasia module to increase the conceptual understanding of fifth-grade elementary school students at the State Elementary School of Karang in natural science and Indonesian content. This classroom action research was carried out in the fifth grade with research subjects totaling 43 students. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data collection techniques employed included observation, documentation, and evaluation tests. Data analysis techniques then utilized quantitative and qualitative analyses. Based on data analysis, students' conceptual understanding in cycle I was 78 and increased in cycle II to 87. Then, the results of each indicator revealed that (1) restating a concept with a score of 82 increased to 84, (2) classifying objects according to certain traits with a score of 68 rose to 89, (3) giving examples and non-examples with a score of 79 grew to 85, (4) presenting concepts in various forms of mathematical representation with a score of 75 raised to 87, (5) developing requirements need or enough of a concept with a score of 87 boosted to 92, (6) using, utilizing, and selecting certain procedures with a score of 86 improved to 91, and (7) applying a concept with a score of 71 enlarged to 81. Thus, it can be concluded that the application of the model STAD assisted by the Gamasia module can improve fifth-grade students' understanding of concepts in natural science and Indonesian subjects

Impact of the STAD model on motivating math learning in addition and subtraction

The background of this study is the unsatisfactory motivation of grade II students to learn mathematics, especially in addition and subtraction lessons. The use of dull and ineffective learning techniques contributes to students' low learning motivation. Therefore, the use of STAD type cooperative learning model is one of the solutions that can be used for second grade elementary school students. This study aims to determine the effect of the STAD type cooperative learning model on grade II students' learning motivation in addition and subtraction in mathematics. The approach used is a quantitative and quasi-experimental method. The population consisted of all SDN Tugu and SDN 1 Kalaparea; the sample consisted of 35 grade II SDN Tugu students as the experimental class and 29 students of grade II SDN 1 Kalaparea as the control class. These learners were selected using a purposive sampling technique. The data collection techniques were tests, questionnaires, observation, and documentation. The techniques used to analyze the data are validity test, reliability test, normality test, homogeneity test, and T-test. Based on the results of the research that has been done, it is concluded that using the STAD type cooperative learning model increases the motivation to learn mathematics in the material of addition and subtraction of standard-length units. This can be seen from the data analysis obtained, where the sig value (2-tailed) of 0.0001 is less than 0.05, meaning that the probability value of sig.

Effect of Stad Model of Cooperative Learning on Students’ Learning Outcome on Nomenclature of Hydrocarbon

Students Team Achievement Division model of cooperative learning was employed to examine its effect on the learning outcome of students in the concept of nomenclature of hydrocarbons. Forty-one (41) students were purposively sampled for the study. The study employed an action research design. Pre and post-intervention tests were conducted before and after the intervention respectively to determine the effect of the intervention on students’ learning outcome. The findings from the study showed that the STAD model of cooperative learning significantly improved learning outcome of the students in nomenclature of hydrocarbons. The study concluded that STAD model of cooperative learning was an effective learning model for improving students’ learning outcome. The STAD model of cooperative learning provided conducive environment for active participation of learners resulting in meaning construction of knowledge. The intervention provided opportunities for developing analytical and critical thinking skills. The study therefore recommended the use of STAD model of cooperative learning for students owing to its effectiveness in improving learning outcome.

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.

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).

Effectiveness of a Problem-Based Learning Model with Quizizz Learning Media on Science Learning Outcomes

This study was motivated by the low learning outcomes of grade 5th students at Elementary School 14 Sragen in science subjects due to suboptimal learning. The purpose of this study was to test the effectiveness of the Problem-Based Learning learning model with Quizizz media on the science learning outcomes of fifth grade students of Elementary School 14 Sragen. This type of research is experimental research with a quasi-experimental research design. The research method used is Quasi-experimental design, research sampling involves two study groups of grade V students, namely the experimental class and the control class, with a total of 17 students each. The data analysis method was carried out by applying a paired sample t-test to test the hypothesis and N-gain test to assess the effectiveness of the learning model. The results showed that PBL with Quizizz media was declared effective based on the paired sample t-test with a result of 0.000, which means that there is an average difference in student science learning outcomes between the problem-based learning model with Quizizz media and the STAD model. The experimental class N-gain test results were higher than the control class 79.2532> 53.8574 effective criteria. Based on the results of the study, it shows that the application of the Problem-Based Learning learning model with Quizizz media can improve student learning outcomes and more effectively improve student science learning outcomes.

Implementation Of The STAD Model And Asmaul Husna Card Media To Improve PAI Learning Outcomes In Class VI, Jombor Temanggung Elementary School

Learning is dominated by lectures so that the teacher's explanation is boring. Teachers do not motivate students through learning experiences. The teacher explains the material without using media. So that causes low student learning outcomes on Asmaul Husna material. The purpose of this study was to determine the implementation of the STAD model with the Asmaul Husna card as media and to determine the increase in learning outcomes of PAI Asmaul Husna class VI semester 1 SD Negeri Jombor. This research uses a descriptive quantitative PTK type. Quantitative and qualitative data analysis techniques. Observation and test data collection techniques. This research was conducted on class VI students in semester 1 of SD Negeri Jombor Jumo Temanggung in the 2022/2023 academic year. Improvements to the learning carried out by the teacher in the classroom are using the STAD model and Asmaul Husna card media for two cycles. The difference between cycles 1 and 2 lies in the number of students in the group. In cycle 1 each group consisted of 9 students, whereas in cycle 2 each group only contained 3 students. The results showed that there was an increase in student learning outcomes in each cycle. The pre-cycle class average value was only 65.93. The improvement in cycle I increased to 75.18 and the improvement in cycle II increased to 88.33. Increasing learning outcomes for each cycle of answering the formulation of learning problems using the STAD model and Asmaul Husna card media can improve PAI learning outcomes for Asmaul Husna class VI semester 1 SD Negeri Jombor Jumo Temanggung for the 2022/2023 academic year.

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.