Model Student Teams Achievement Division Research Articles

APPLICATION OF COOPERATIVE LEARNING METHOD OF STUDENT TEAM ACHIEVEMENT DIVISION MODEL TO IMPROVE ARABIC LANGUAGE LEARNING OUTCOMES FOR CLASS X STUDENTS AT MADRASAH ALIYAH DARUL FIKRI SIDOARJO

This article aims to find out how the cooperative learning method of the student team achievement division model is applied in Arabic language subjects and the effectiveness of the cooperative learning method of the student team achievement division model on the Arabic language learning outcomes of class X students at Madrasah Aliyah Darul Fikri Sidoarjo. This article uses classroom action research (PTK) carried out using qualitative and quantitative approaches. A qualitative approach was taken to analyze changes in students during the implementation of actions until changes occurred, namely by conducting observations, interviews and documentation. A quantitative approach was taken to determine the effectiveness of learning strategies on student learning outcomes. The population taken by the author was all students in class X of the Madrasah Aliyah Darul Fikri religious program (PK), totaling 18 students. The results of this research are the cooperative learning method using the Student Team Achievement Division model, which is carried out by dividing students with diverse Arabic language mastery into one group to help each other understand the learning material and after data processing it was found that the Cooperative Learning Method using the Student Team Achievement Division model was improving students' Arabic learning outcomes as evidenced by Increased percentage of student absorption rate

Penerapan Model Pembelajaran Student Team Achievement Division

This study aims to determine the complete social studies learning outcomes of Grade IV students at SD Negeri 31 Lubuklinggau after implementing the Student Team Achievement Division (STAD) learning model. This research method uses a quasi-experimental research method. The population and sample are Grade IV students with a total of 28 students. Data collection technique is done by testing technique. The data analysis technique used the z-test at a significant level (α = 0.05). The results showed that z count 5.31 ≥ z table 1,64, so it can be concluded that social studies learning outcomes of Grade IV students at SD Negeri 31 Lubuklinggau after the application of the Student Team Achievement Division (STAD) learning model were significantly completed with an average student learning outcome of 81 ,1.
 Keywords: Student Team Achievement Division (STAD) Model, Learning Outcomes, Social Sciences

Cooperative Learning Vs Direct Teaching in Basketball: Effects on Junior High School Students Basic Techniques

This study aims to determine the impact of using one of the Student Team Achievement Division (STAD) type cooperative learning models on mastery of basic basketball techniques in grade VII junior high school students. This study used an experimental method using a randomize pretest posttest control group design. A total of 75 students were involved in this study, and were divided into two groups, namely 37 experimental groups and 38 people as a control group. The number is obtained from the entire class VII taken using cluster random sampling. The data collection technique uses a type of skill test of basic passing, shooting and dribbling techniques in basketball games that emphasize assessing their movements. The data analysis technique uses the help of the IBM SPSS version 25 program with an independent sample t-test analysis type at a confidence level of 0.05. Based on the results of the analysis obtained, researchers concluded that there is a significant average difference between the STAD type cooperative model and the direct teaching model, where the STAD model has a greater influence on basic basketball technical skills. It is expected that PJOK teachers pay more attention to the characteristics of students, so that they are able to apply models that are in accordance with their characteristics.

The Effectiveness of DISTAD Learning Model on Metabolism Material for Critical Thinking Ability of High School Students

Class XII metabolic material has its own level of difficulty compared to other materials, because the material is difficult for the eye to perceive directly and involves a long process of enzymatic reactions. Metabolism learning at SMA Negeri 1 Karangkobar is less interactive causing students to be less critical in understanding material concepts. One alternative to improve critical thinking skills is the DISTAD Learning model (integration of the Discovery Learning model and the Student Teams Achievement Division model). The purpose of this study was to analyze the effectiveness of the DISTAD Learning model on metabolic material on high school students' critical thinking skills. This research is a quantitative research with the type of experimental research using the Pre-Experimental Design in the form of one group pretest-posttest design. The population of this study were students of class XII MIPA 1 to XII MIPA 5 SMA Negeri 1 Karangkobar for the academic year 2022/2023. Sampling was carried out using saturated sampling technique. The data collection technique used the test method and the students' critical thinking skills were tested with the One Sample T-test. The increase in students' critical thinking skills was seen from the average student score after participating in the DISTAD Learning model learning of 78.6 which was included in the high category with 76% of students obtaining grades ≥ KKM. Based on the calculation of the N-Gain test, there was an increase in three aspects of students' critical thinking skills, namely the aspect of giving simple explanations of 0.54, the aspect of making conclusions by 0.38, and the aspect of making further explanations of 0.61, where in the third This aspect shows the moderate category. In the analysis of the One Samples T-test showed a significance value of 0.000 (<0.05). The conclusion of this study is that the application of the DISTAD Learning model is effective in increasing the critical thinking skills of high school students.

Pengaruh Model Student Teams Achievement Division terhadap Hasil Belajar PAI di SMP IT Al-Ghozali Jember

Education aims to improve the quality of human resources. One of the efforts to enhance the quality of education is by changing the learning patterns. In schools, the learning process still revolves around the teacher with a conventional model. Therefore, the learning pattern needs to be shifted towards student-centered learning. One of the efforts to improve students' learning outcomes is for teachers to implement a cooperative learning model, such as the Student Teams Achievement Division model. The purpose of this research is to determine the impact of the Student Teams Achievement Division model on students' learning outcomes. The researcher used a quantitative research method with simple linear regression analysis by distributing questionnaires to 38 eighth-grade students. Based on the research results, it is evident that the influence of the Student Teams Achievement Division model on students' learning outcomes is 57.8%. Hence, 42.2% of students' learning outcomes are influenced by variables outside the scope of this study. In this research, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that variable X (the Student Teams Achievement Division model) significantly affects variable Y (Students' Learning Outcomes) by 57.8%, categorized as a strong influence.

IMPLEMENTATION OF STAD-BASED LEARNING MODEL IN IMPROVING STUDENTS’ LEARNING OUTCOMES

This research was conducted with the aim of increasing student learning outcomes using the STAD learning model on the topic of human digestive system at Payeti Christian Middle School. This research is included in a Class Action Research designed by the Khemis Mc Tanggart model for this study which consists of cycle I and cycle II. Of the four stages, namely planning, implementation, observation, and reflection. The research subjects were 28 grade VIII students. The results showed that the application of the student teams achievement divisions model could improve student learning outcomes in science subjects at Payeti Christian Middle School. The enhancement of students’ learning achievements can be seen from the pre-cycle, cycle I, and cycle II through the learning carried out. This enhancement of student learning outcomes in the cognitive domain at the pre-cycle stage average value of 47.8 cycle I average value of 72.2, experienced an increase in cycle II average value of 80%. In the psychomotor aspects of the first cycle, the average value is 75, with a percentage of 80%. Meanwhile, the psychomotor aspects of cycle II averaged 89.75 with a percentage of 94%. Thus, it can be concluded that the implementation of the student teams achievement divisions model can improve student learning outcomes in biology subjects on the topic of the human digestive system at Payeti Christian Middle School.

Student team achievement division model assisted by card media in social studies learning

The research aims to see how far the use of the STAD model assisted by card media improves learning outcomes and students' activeness and interest in learning. The method used was remedial action or classroom action research. The subjects were teachers and fifth-grade students at Pasirgunung Selatan 4 Elementary School, Depok, totaling 38 participants. The learning outcomes of the first cycle using the discussion method obtained an average of 69 (58 percent mastery learning) and 25 (66 percent) who actively answered. Cycle 2 using the STAD Model assisted by card media obtained an average of 80, completeness reached 80 percent, and student activity was 32 (84 percent). The results of the study can be concluded that STAD model assisted by by card media increases the class average value, learning completeness, student learning outcomes, student activities, and growth the cohesiveness and student interaction. The use of the STAD model assisted by card media has implications for social studies learning such as resulting data that makes it easy to measure students’ learning outcomes through comparisons between understanding before and after use. In addition, this research has the potential to enhance students' interaction and understanding of complex materials in social studies, as well as develop social and cognitive skills that are important for their development.

A Upaya Meningkatkan Prestasi Belajar PKn Melalui Metode Pembelajaran Kooperatif Model STAD (Student Teams Achievement Division) Pada Siswa Kelas IX C Tahun Pelajaran 2019-2020

This paper aims to illustrate efforts to enhance learning achievement in the subject of Civic Education (PKN) through the implementation of the cooperative learning method using the Student Teams Achievement Divisions (STAD) model. This method emphasizes collaboration, interaction, and active participation of students in the PKN learning process. The study outlines the steps of implementing the STAD model and its impact on PKN learning achievement. The STAD model combines team cooperation and individual responsibility aspects in the learning process. Students are grouped into heterogeneous teams, encouraging cross-ability interaction and mutual assistance among team members. Each team member plays a crucial role in understanding the subject matter and mastering PKN content. The learning process involves specific cycles, including content delivery, group work, intra-team quizzes, and recognition of individual and group achievements. In this research, the STAD method yielded positive results in enhancing PKN learning achievement. Students displayed an increased understanding of citizenship values, government structures, and relevant social issues. Additionally, students developed social skills such as cooperation, communication, and leadership through team interactions. Overall, the implementation of the cooperative learning method using the STAD model proves effective in enhancing PKN learning achievement. This approach fosters an inclusive, collaborative, and responsive learning environment tailored to diverse student needs. By promoting active participation, social interaction, and individual responsibility, the STAD model positively contributes to improved understanding and student engagement in the PKN subject.

Pengaruh Model Pembelajaran STAND (Student Team Achievement Divisions) Terhadap Kemampuan Menulis Cerpen Siswa Kelas XI SMA Negeri 1 Sutera

The purpose of this study was to describe how the Student Team Achievement Divisions (STAD) model influences the ability to write short stories for class XI students of SMA Negeri Sutera. This type of research is quantitative using experimental methods. The population in this study were class XI students of SMA Negeri Sutera. The design of this research is One Group Pretest-Posttest Design. The sample in this study were 26 students of class XI at SMA Negeri 1 Sutera. The data in this study were scores of skills in writing short story texts before and after using the Student Team Achievement Divisions (STAD) model for students of XI SMA Negeri 1 Sutera. The results of this study were first, the ability to write short stories for class XI students of SMA N 1 Sutera before using the Student Team Achievement Division (STAD) model obtained an average score of 61.11 in the range of 56-65% with the qualification that is Enough (C). Second, the ability to write short stories for class XI students of SMA Negeri 1 Sutera after using the Student Team Achievement Division model obtained an average score of 76.49 in the 76-85% range with good qualifications (B). Third, based on the t-test there is an effect of the Student Team Achievement Division model on the ability to write short stories for class XI students of SMA Negeri 1 Sutera because tcount = 4.40 and ttable = 1.71 The criteria for testing t is accepted if tcount> ttable, in other words H1 is accepted and H0 is rejected. Thus the Student Team Achievement Divisions (STAD) model can be used in learning to write short stories.

The implementation of STAD model assissted worksheets to improve students’ activities and understanding in learning biology

<p>This study aims to apply the Student Teams-Achievement Division (STAD) learning model assisted student worksheet to increase learning activities and understanding of concepts in biology, especially the principle of trait inheritance material. Class action research consisting of two cycles, each cycle consisting of three encounters is used in this research method. Research instruments are in the form of pre-cycle questionnaire sheets, learning outcomes evaluation sheets, student activity observation sheets, and teacher activity observation sheets. Evaluation sheet of learning outcomes to determine the improvement of understanding of concepts in the material of the principle of inheritance of traits. Student and teacher activity sheets are used to view the interactions that occur between teachers and students. Descriptive statistics are used in the analysis data to see student learning outcomes and increased student activity. The results of the study concluded that the understanding of student concepts and the increase in learning activities. The percentage of learning activities in cycle I and cycle II respectively averaged 50.95% and 81.21%. The percentage of learning outcomes in cycle I and cycle II respectively averaged 64.61% and 84.31%. The percentage of students who completed cycle I and cycle II respectively was 44.44% and 80.56%. So it can be concluded that the learning with STAD model assisted worksheets can improve students’ activities and understanding on the material of the principle of inheritance of traits.</p>

Student Team Achievement Division (STAD) and Cooperative Learning Model in Balaghah Learning

This study aims to determine the effect of the Student Team Achievement Division (STAD) learning model on Balaghah subjects on student learning outcomes. This research is a type of quantitative research using an experimental model. The model used was a Quasi Experiment by applying a pre-test and post-test control group design involving two groups as research subjects at Madrasah Aliyah Bahrul Ulum Tambakberas Jombang class XI A as the control class and class XI B as the experimental class, each consisting of 30 students. The test uses multiple-choice questions designed according to indicators of learning outcomes. Data analysis techniques were used SPSS 25 with the t-test (Independent Sample T-Test). The results showed that the average value of the experimental class was higher than that of the control class. It is known that the average in the practical course is 80.7, while in the control class, it is 71.3, so there is a difference between the two. Based on the results of the t-test analysis (Independent Sample T-test) it resulted in Ho was rejected; thus, Ha was accepted, which suggests that the application of the STAD learning model is better than conventional learning on learning outcomes of class XI students of Madrasah Aliyah Bahrul Ulum Tambakberas Jombang.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS II SDN 02 KLEGEN

This study aims to determine the application of the Cooperative Learning type Student Team Achievement Division (STAD) model in improving the mathematics learning outcomes of class II students at SDN 02 Klegen. This research is based on classroom action research (CAR). This research was conducted in 2 cycles, which consisted of planning, acting, observing, and reflecting. The data collection method used is the method of documentation, observation, and tests, then the data will be analyzed using descriptive statistical analysis techniques. Based on the results of the analysis, the learning outcomes of class II students at SDN 02 Klegen in the pre-cycle were 62.31 with 50.00% mastery learning and the average score increased to 69.23 in the first cycle with 65.38% learning completeness, and in cycle II learning outcomes increased to 80.38 with a complete learning of 84.52%. So it can be concluded that the application of the Cooperative Learning type Student Team Achievement Division (STAD) model can improve the mathematics learning outcomes of class II students at SDN 02 Klegen for the 2022/2023 academic year.

The Influence of STAD Learning Model on the Mathematics Learning Outcomes of Elementary School Students

The background of this research is motivated by low learning outcomes, low learning activity show by students and also math subjects are difficult to understand. To overcome these problems, it is necessary to apply Student Teams Achievement Division (STAD) learning model which is the simplest type of cooperative learning. This research purpose is to describe the results of learning mathematics in elementary schools using STAD model. The method that is used in this research is Systematic Literature Review (SLR). The data source that is used in this research is nine scientific journals related to mathematics learning outcomes using STAD model. The results show that the STAD model is very effective for mathematics learning outcomes on elementary school students. In the studies there is an effective influence and significance difference in upper grades (grade IV, V and VI) and lower grades (grade III) in learning outcomes for students who participate in using STAD model with average value of 81.15 and the percentage of completion reaches 95%.

Pengaruh Model Student Teams Achievement Divisions Terintegrasi Crossword Puzzle terhadap Motivasi dan Hasil Belajar Kognitif Siswa

Based on the results of initial observations at SMA Negeri 1 Praya Timur, Central Lombok Regency, it was found that students were still less motivated to be active in the learning process, such as lack of student readiness to start lessons, less attention to the teacher while teaching in class, less enthusiastic in learning, and a lack of curiosity when the teacher explains the subject matter. These things are because not all teachers apply appropriate and varied learning strategies, methods and models in learning activities, especially in biology lessons. Learning that takes place in the classroom is still teacher-centered, resulting in students becoming passive because they only tend to listen, pay attention, and take notes on the explanations given by the teacher. This has an impact on students' cognitive learning outcomes. The purpose of this study was to determine "The Effect of the Integrated Crossword Puzzle Student Teams Achievement Divisions Model on Students' Motivation and Cognitive Learning Outcomes" for class XI at SMA Negeri 1 Praya Timur in the 2016/2017 academic year. This type of research is a quasi-experimental research. The population in this study were all students of class XI IPA totaling 91 students. The sampling technique was purposive sampling, in order to obtain research samples, namely class XI IPA 3 as the experimental class, and class XI IPA 2 as the control class. The instruments used in this study were observation sheets of lesson plans implementation, observation sheets of student motivation, and tests of students' cognitive learning outcomes. The data analysis technique used the t-test with the help of SPSS 16 for windows at a significance level of 5%. Based on the results of the research that has been carried out, it is stated that: 1) there is an increase in student motivation by applying the Student Teams Achievement Divisions (STAD) integrated crossword puzzle model with a percentage of the experimental class of 78% and the control class of 75%; and 2) there is an influence of the integrated crossword puzzle Student Teams Achievement Divisions (STAD) model on students' cognitive learning outcomes with a significance value of 0.02 <0.05. Thus it was concluded that the integrated crossword puzzle Student Teams Achievement Divisions (STAD) model had an effect on students' cognitive learning outcomes.

Perbandingan Efektivitas Model STAD, TGT, DAN TTW Terhadap Hasil Belajar IPA Siswa

In recent years, interest in exploring the effectiveness of different cooperative learning models in promoting science learning outcomes for high school students has been increasing. The three most studied models are STAD (Student Teams Achievement Divisions), TGT (Teams-Games-Tournaments), and TTW (Think-Talk-Write). The purpose of this study was to compare the effectiveness of the STAD, TGT, and TTW models on science learning outcomes of class VII students in junior high school. The research method was an experimental study with a comparative design. The results showed a significant difference in science learning outcomes among students taught using the three cooperative learning models. The TGT and TTW models did not show a significant difference in learning outcomes, although the TGT model showed better learning outcomes than the STAD and TTW models. This study also highlights the importance of considering specific learning objectives and student characteristics when selecting and adapting cooperative learning models. While the TTW and TGT models can be effective alternatives to the STAD model in improving science learning outcomes for junior high school students, further research is needed to explore the long-term effectiveness and generalizability of these models in different contexts

Developing STAD Model in Virtual Class in English Tadris Islamic State Institute of Pontianak

Speaking in English is a scary thing for students. This is influenced by psychological effects, namely fear of making mistakes in pronunciation and grammar or using the right words. An unsupportive environment also causes students to be afraid to speak. It is therefore necessary to create a pleasant classroom atmosphere for the learning objectives to succeed. This research uses research and development methods adapted from the development of 4D models that consists of 4 stages, namely define, design, develop, and disseminate.The STAD type learning model used in this study was applied in a virtual classroom using an online learning system to bring the atmosphere of a real classroom into the virtual classroom. In virtual classrooms, students cannot meet face to face with other students so that it will reduce the interaction process and cause individualismThe development of a Cooperative Learning learning model type Student Team Achievement Division (STAD) can help lecturers in teaching English speaking pleasantly in virtual classes. The results of expert team tests and product trials show that the learning model is feasible to develop.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK KELAS VIII

Mathematical communication skill is one of learning objective in mathematics. However, in reality the communication of mathematical skills by class VIII student at SMPN 3 Lubuk Basung are still lack. One solution to increase mathematical communication skills is the use a Student Teams Achievement Divisions (STAD), a model of cooperative learning. The study purpose was to determine whether the mathematical communication skill of studentsworking with the STAD model are better than those of students using direct learning. This study type was a researchin quasy-experimental design with posttest only control group design. The research data were obtained by test of mathematical communication skills. Data analysis concluded that students using the STAD model performed better in mathematical communication skills than those using direct learning. Keywords–Cooperative Learning, Student Teams Achievement Divisions, Mathematical Communication Skills.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS XI MIPA

Understanding the concept is one of the goals in mathematics lessons. However, in reality the ability of class XI MIPA MAN 2 Payakumbuh students is still low. This is as a result of the teacher-centered nature of the educational process. The learning process has not actively involved students. The application of cooperative learning type Student Teams Achievement Division (STAD) is one way to overcome this problem. The purpose of this research was to analyze and describe students' understanding of mathematical concepts during the application of the STAD learning model and the conventional model. This research used the Nonequivalent Posttest-Only Group Design and the quasi-experimental method. The findings of this study indicate that the use of the STAD model further enhances this ability compared to using conventional learning models. Keywords– Conventional Model, Cooperative Learning, Students Teams Achievement Division, Understanding Mathematical Concept.

Peningkatan Hasil Belajar Tematik dengan Cooperative Learning Tipe Student Teams Achievement Division di SD

This study aims to illustrate the increase in thematic learning outcomes using the Cooperative Learning model Student Teams Achievement Division in Class IV Elementary Schools. This research is a type of Classroom Action Research using quantitative and qualitative approaches. The subjects used in this study consisted of teachers and 32 students in class IV SDN 09 Bandar Buat, Padang City. Based on the research that has been carried out it is found that there is an increase in student learning outcomes, where: (a) In the first cycle it was found that the average implementation of the aspects of teachers and aspects of students is 82% with good categories, then for the second cycle the average increased to 96 % with a very good category; (b) the assessment of attitude in the first cycle gets the results of the attitude with a good category and the second cycle gets the results of the attitude with a very good category; (c) the assessment of the aspects of knowledge for the first cycle obtained a value of 69.7 (good) then for the cycle II increased to 87.5 (very good); (d) Assessment of the aspects of skills in cycle I gained a value of 69.9 (good) then for cycle II increased to 87 (very good).

Improving Underachiever Students' Mathematics Learning Outcomes: The Effectiveness of the STAD Model

This study aims to obtain an objective picture of the effect of the Student Team Achievement Division (STAD) type cooperative learning model on mathematics learning outcomes in underachievers. This research is an actual experiment with a randomized pretest-posttest control group design. The sample of this study consisted of two classes, namely the experimental class and the control class, with a total of 30 people, each determined by random sampling technique. The data analysis technique used is the t-test. The results of this study indicate that the mathematics learning outcome obtained on average in the experimental group is 39.633, while in the control group is 27.267. This means that learning outcomes using the STAD method are better than mathematics learning outcomes using conventional models. The high average score in the experimental group positively affected the testing of hypotheses performed using the t-test