Student Team Achievement Division Research Articles

The ACDEA and STAD techniques in the development of grade 9 student learning achievement on literature value analysis

The primary aims of the study were twofold: firstly, to examine the impact of employing the ACDEA (Assessment, Collaboration, Discussion, Exploration, and Analysis) and STAD (Student Teams Achievement Divisions) techniques on the academic performance of ninth-grade students in the analysis of literary values; and secondly, to evaluate the level of satisfaction among students regarding these pedagogical approaches. For this research, 26 grade 9 students from a public school in Thailand were selected through cluster random sampling. To collect data and measure outcomes, an integrated ACDEA and STAD learning management plan was employed, along with a literature evaluation achievement test and a satisfaction questionnaire. The gathered data underwent analysis using various statistical measures, including percentage, mean score, standard deviation, t-test, and effectiveness index, with the effectiveness criterion set at 80/80. The results of the study revealed that the combination of ACDEA and STAD techniques served as an effective learning management plan for the literature value analysis class. Students demonstrated notable improvements in their learning achievements as a result of the collaborative learning approach. Additionally, the students reported high levels of satisfaction with the learning experiences provided by this instructional strategy. The study's contributions to the field of education are significant, as they provide empirical evidence supporting the implementation of ACDEA in language classrooms. Moreover, the collaborative learning model employed in this research holds potential implications for other classes with similar learner characteristics, thereby offering a valuable and practical pedagogical approach.

The Influence of the Student Team Achievement Division Type Cooperative Learning Model on Critical Thinking and Learning Outcomes for Students in Indonesian Language Subjects at Madrasah Ibtidaiah Wahid Hasyim-Puger

There are many problems when learning Indonesian.These include students who take Indonesian language classes for granted, students who consider Indonesian language classes to be boring, and tudents who do not want to actively participate in learning activities.They tend to be dominated by the teacher's explanation of the content.One of her learning models is the Student Team Achievement Division coperative Learning Model. was chosen because it provides opportunities for students to actively participate in learning, allows them to gain direct experience in discovering concepts from the content they have learned, and allows them to think critically. Because it is based on ideas. concluded study uses causal research methods to examine the relationships of variables to the objects under study. Therefore, there are independent/free (X) and dependent/constrained (Y) variables in this study. The population of this study, which used a pre-test, post-test design, consisted of his 60 students from MI Wahid Hashim Jember Indonesia. The "Student Team Achievement Category" type collaborative learning model has the potential to improve learning outcomes and critical thinking ability, and after the implementation of the "Student Team Achievement Category" type collaborative learning model, learning outcomes in Indonesian language subjects improved. concluded. Applied to Indonesian language subjects

Penerapan model pembelajaran STAD untuk meningkatkan keaktifan siswa pada mata pelajaran kepegawaian

<p><em>This study aims to determine the increase in student activity by applying the type of cooperative learning model Student Teams Achievement Division (STAD) at SMK Negeri 1 Sukoharjo, which is motivated by the lack of active students in learning activities. This is classroom action research conducted in class XII Office Governance Automation 2 in the 2022/2023 academic year. Classroom Action Research was implemented in two cycles, with 3 meetings in each cycle. Each cycle is carried out with four activity stages: planning, action, observation, and reflection. The data was collected by observing, interviewing, and documenting, while the tools used to collect research data were student activity sheet instruments. The results of the pre-action research showed that the average result of activity was 43.8% d. In cycle I, activeness obtained a percentage of 58.4%. Then, the increase occurred significantly in cycle II with an activeness of 82%. Thus, it can be concluded that using the STAD-type cooperative learning model can increase student activity in Class XII Personnel Management Automation Office Governance Automation 2.</em><em></em></p>

Making quadratic functions interesting: Students teams-achievement division instructional strategy

Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students’ academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD.

Using STAD as an Assessment for Learning (AfL) in Mathematics

This research paper delves into the innovative application of Student Teams-Achievement Divisions (STAD) as an Assessment for Learning (AfL) tool within the realm of mathematics education. Assessment for Learning (AfL) is a pedagogical approach designed to enrich student learning by incorporating ongoing assessment practices to inform instructional strategies. Within this study, we explore the seamless integration of STAD into AfL methodologies, emphasizing its capacity to facilitate active assessment, provide real-time feedback by peers, enhance mathematical comprehension and academic performance, and ultimately nurture self-esteem and intrinsic motivation in the pursuit of mathematics education. Drawing from established theoretical frameworks and empirical insights, this paper underscores the dynamic potential of STAD as an AfL instrument, offering educators a potent means to assess and bolster student learning within mathematics classrooms. Through an exhaustive review of existing literature, this paper seeks to furnish educators, researchers, and policymakers with a comprehensive grasp of STAD's pivotal role in promoting effective mathematics assessment and cultivating collaborative and engaging learning environments. The research findings were meticulously analyzed employing paired t-tests to glean valuable insights into the impact of STAD as an AfL strategy on student outcomes. The results are also supported by student’s interview and teacher’s observations. Keywords— STAD; Assessment for Learning(AfL); Formative assessment; Cooperative Learning; Mathematics education

Enactment and impact analysis of active learning strategies utilized for the basic science courses in the evaluation of engineering students

The new era of teaching learning process demands more clearance of theoretical aspects utilizing visual strategies. Accordingly, this research focuses on usefulness of student team achievement division (STAD) and project based learning (PjBL) as active learning strategies for comprehensive understanding of basic science courses. The study revealed increased effectiveness of learning, encouraging equal participation, active engagement and supportive learning environment for better understanding of concepts in basic science courses. The usefulness of active learning strategies has been studied by conduction of STAD & PjBL activities for the Engineering Mathematics and Engineering Chemistry courses respectively. The appropriate evaluation and comparative analysis done before and after activity allows to elaborate the efficacy of visual strategies utilized for understanding theoretical concepts. Keywords—Active learning tools, Basic Science Courses, Evaluation Rubrics, Project Based Learning, Student Team Achievement Division

The Implementation of Integrated Instagram Learning Media with STAD (Student Teams Achievement Divisions) on Increasing Learning Outcomes on The Topic Of Reaction Rate

The purpose of this study was to determine the increase in student learning outcomes on reaction rate material through the application of the Instagram-integrated STAD learning model with a multi-representation approach. The research design used is the Quasi Experimental method using the Nonequivalent Control Group Design. The research sample was taken using a random sampling technique from Students of class XI MIPA at one of Malang Senior High School. Data analysis of learning outcomes was carried out through statistical tests including prerequisite analysis tests, and hypothesis testing. The results showed that the N-gain test, the experimental class using Instagram integrated learning media was 0.74 and the control class with Power Point learning media was 0.59. The N-gain test results show that the improvement in the learning outcomes of the experimental class is greater than the control class. The Instagram-integrated STAD learning model is quite effective in learning chemistry reaction rate material and can increase student learning outcomes.

Enhancing Academic Achievement in Mathematics through JIGSAW, Group Investigation and Student Team Achievement Division Techniques of Teaching

Enhancing Academic Achievement in Mathematics through JIGSAW, Group Investigation and Student Team Achievement Division Techniques of Teaching

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

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 Prior Knowledge-based Flipped Learning strategy to increase students’ self-efficacy

This study aims to describe the effectiveness of the Prior Knowledge-based Flipped Learning strategy to increase students' self-efficacy in the learning process on Electrolyte and Non Electrolyte Solutions. This research was carried out in the even semester of 2022/2023 at SMA Negeri 1 Gandapura. The type of research conducted was experimental research using a nonequivalent control group design. The population of this study were all students of class X Science at SMA Negeri 1 Gandapura for the academic year 2022/2023 which consisted of 4 classes, namely classes X IPA 1, X IPA 2, X IPA 3, X IPA 4, with a total of 144 students. The sampling technique in this study was purposive sampling. The sample in this study was class X IPA 1 as the experimental class and X IPA 4 as the control class. The experimental class was treated using the flipped learning strategy while the control class was treated using the Student Teams Achievement Division (STAD) strategy. And the results of the expert validation test for the student's self-efficacy questionnaire obtained 24 questionnaire items with the conclusion that they were feasible to use. Testing students' self-efficacy questionnaires from the results of the Independent Sample T Test found that the Sig (2-tailed) value of students' self-efficacy was 0.091 0.05 for the experimental class and 0.094 0.05 for the control class. Based on the test results, it can be concluded that the Prior Knowledge-based Flipped Learning strategy and the STAD (Student Team Achievement Division) strategy are effective in increasing students' self-efficacy levels.

Peningkatan Hasil Belajar Peserta Didik Menggunakan Model Student Team Achievement Division (STAD) Pada Pembelajaran Tematik Terpadu di Kelas V

This research is motivated by the low learning outcomes of students, where more than half of the students get lower learning outcomes than the Minimum Learning Completeness (KBM) that has been set. Low learning outcomes are caused by a monotonous learning process, lack of innovation in learning media and models, and teacher-centered learning. To get more optimal learning outcomes, a cooperative learning model of Student Team Achievement Division type is used which is group-based, student-centered and trains students' critical thinking. This study aims to describe the use of cooperative learning model type Student Team Achievement Division in improving the learning outcomes of fifth grade students. This research is a class action research consisting of two cycles. Cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. The data obtained were analyzed by quantitative and qualitative analysis. In the lesson plan assessment, there was an increase from 82.95% in cycle I to 93.18% in cycle II. In teacher activities and learner activities in cycle I, the results were 82.82% and 81.25% respectively and became 93.75% and 93.75% in cycle II. In cycle I, students' learning outcomes in integrated thematic learning obtained a score of 72.82 and became 83.22 in cycle II.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION TERHADAP HASIL BELAJAR SISTEM PERSAMAAN LINEAR DUA VARIABEL

Alfina Dwi Puspita. 19504056. The Influence of the Student Team Achievement Division Type Cooperative Learning Model on Learning Results of Two-Variable Linear Equation Systems. Thesis. Mathematics Department. Faculty of Mathematics, Natural and Earth Sciences. Manado State University. Tondano. 2023. This research aims to examine student learning outcomes in the Student Team Achievement Division type learning model and conventional learning models at SMP Negeri 1 Airmadidi. This research method is Quasi Experiment research and the research design uses a Non-Equivalent Control Group Design. Data collection using pretest and posttest. This research was attended by 25 students from class VIIIG as the control class and VIIIH as the experimental class. Sampling was taken by random sampling. The data analysis techniques used are prerequisite testing and hypothesis testing. The results of the research show that there are differences in learning outcomes using the Student Team Achievement Division learning model which are higher than conventional learning models

Peningkatan Hasil Belajar Biologi Melalui Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions

This study aims to determine the improvement of biology learning outcomes through the application of the Student Teams Achievement Divisions (STAD) type cooperative learning model to grade VIII students of SMP Negeri 4 Salahutu. The type of research used is Classroom Action Research which consists of four stages, namely planning, implementation, observation, and reflection. The subjects of this study numbered 34. The instruments used are observation sheets, learning outcome tests, and documentation. Based on the results of data analysis, it was found that the application of the STAD type cooperative learning model can improve student learning outcomes in grade VIII SMP Negeri 4 Salahutu. These results are intended by increasing the results of the initial test, cycle I, and cycle II tests. This is shown from the results obtained by students who have achieved the Minimum Completeness Criteria individually, namely 67 and classically the completeness of student learning reaches 75% of students who are complete. In the initial test, the percentage of student learning completeness only reached 26.47% and increased in the first cycle test to 64.71%, and again increased in the end of the second cycle test to 94.12%. While the average score obtained classically also increased, namely in the initial test the average value obtained was 52.65, there was an increase in cycle I to 69.12 and increased significantly in cycle II to 83.24.

Peningkatan Hasil Belajar Biologi Melalui Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions

This study aims to determine the improvement of biology learning outcomes through the application of the Student Teams Achievement Divisions (STAD) type cooperative learning model to grade VIII students of SMP Negeri 4 Salahutu. The type of research used is Classroom Action Research which consists of four stages, namely planning, implementation, observation, and reflection. The subjects of this study numbered 34. The instruments used are observation sheets, learning outcome tests, and documentation. Based on the results of data analysis, it was found that the application of the STAD type cooperative learning model can improve student learning outcomes in grade VIII SMP Negeri 4 Salahutu. These results are intended by increasing the results of the initial test, cycle I, and cycle II tests. This is shown from the results obtained by students who have achieved the Minimum Completeness Criteria individually, namely 67 and classically the completeness of student learning reaches 75% of students who are complete. In the initial test, the percentage of student learning completeness only reached 26.47% and increased in the first cycle test to 64.71%, and again increased in the end of the second cycle test to 94.12%. While the average score obtained classically also increased, namely in the initial test the average value obtained was 52.65, there was an increase in cycle I to 69.12 and increased significantly in cycle II to 83.24.

MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA

The learning process of science in grade V of Marsudirini Perawang Elementary School showed unsatisfactory learning results, which was not reaching the minimum completeness criteria, so that class action research was carried out by applying Student Team Achievement Division (STAD) to improve student learning outcomes. The research was held in October 2021 in two cycles. Each cycle consisted of two meetings. The research procedure consists of planning, implementation, observation, and reflection. The research subjects were 32 students in grade V. The data collection instruments used were observation sheets. The assessment instruments used were formative test 1 and formative test 2, which were carried out at the end of each cycle. The pre-cycle score was 63.4, the average score of the first formative was 83.37, and the average score of second formative test was 86.78. The increase in student activity from the first cycle to the second cycle was 15%, and the increase in teacher’s activity was 5%. From these data, it is concluded that STAD model could improve the learning outcomes of Science at Marsudirini Perawang Elementary School grade V in the academic year 2021-2022.

Pengaruh Model Pembeajaran Kooperatif Tipe Student Team Achievement Division Terhadap Hasil Belajar Siswa Tema 3 Subtema 2 Keberagaman Mahkluk Hidup di Lingkungan Ku Kelas Iv SD Negeri 122357 Pematang Siantar

This research aims to see the influence of the Student Team Achievement Division Type Cooperative Learning Model on Student Learning Outcomes Theme 3 Subtheme 2 Diversity of Living Creatures in My Environment Class IV of State Elementary School 122357 Pematang Siantar. This research used a type of Pre-Experimental Design research. The sample in this research was all 23 class IV students at SD Negeri 122357 Pematang Siantar. The sampling technique in this research uses nonprobability sampling with a saturated sample type. Saturated sampling is a sampling technique when all members of the population are used as samples. This is often done when the population is relatively small. Hypothesis testing is used to determine whether student learning outcomes using the STAD type cooperative learning model are more influential than students taught using conventional learning. So the t_count > t_table value uses a significance level of 0.05 and df=24, namely 17.294 > 1.711. This means that the learning model has an influence on learning outcomes in lesson material Theme 3 Subtheme 2 Diversity of Living Creatures in My Environment Class IV at SD Negeri 122357 Pematangsiantar. If the learning model is done well, it will greatly influence the quality of student learning in the classroom.

The Effect of Using the STAD (Student Teams Achievement Division) Cooperative Model Assisted by Finger Puppets on Students' Learning Motivation

Background: The ability of students to listen to stories from teachers and then be able to tell them again is not easy, and it will not be as expected. Because students' comprehension abilities vary when receiving and studying the story's content, teachers need a learning model to improve their students' storytelling abilities. In reality, class III students at State Elementary School 5 Pulang Pisau cannot concentrate and are interested in learning using the storytelling method. Aim: This research aims to determine the effect of using the STAD-type cooperative model assisted by finger puppets on motivation to learn Indonesian, especially in improving the storytelling skills of class III students at State Elementary School 5 Pulang Pisau. Method: This research uses a quantitative experimental approach. The research sample comprised 19 class III students at State Elementary School 5 Pulang Pisau. Results and Discussion: The research results show that (1) There is a positive influence that the STAD type cooperative method assisted by finger puppets has on the storytelling skills of class III students because the results Wilcoxon test analysis on all students has a value of Asymp.Sig. (2 Tailed) of 0.000 > 0.05. (2) There is a difference in the average indicator value for students before treatment, namely 13.5, and after treatment, the average value is 24.05. Conclusion: Based on the discussion, it can be concluded that using the STAD-type cooperative method assisted by finger puppet media positively affects students' motivation and storytelling skills.

The Influence of Cooperative Learning Models and Learning Styles on Social Skills in University Student

The affective domain is very important in supporting students' social skills as a predictor of academic success. The purpose of this study was to test the effectiveness of the Jigsaw learning model compared to the Student Team Achievement Division (STAD) learning model as an effort to improve students' social skills. The method in this study uses an experimental method with a 2x2 factorial design. The population in this study were 270 students of the Department of Physical Education who contracted the Taekwondo Learning course. The sample involved in this research was 64 people using a cluster random sampling technique. The instruments used were the VARK Questionnaire to determine student learning styles, and the Social Skills Improvement System questionnaire. Data analysis technique using Factorial ANOVA test. The results showed that the value of the main effect on the learning model has a significant value. 0.274 > 0.05, which means that there is no significant difference in the effect of applying the learning model on students' social skills, but there is an interaction between the learning model and learning styles. The Jigsaw learning model has a significant effect compared to the STAD learning model for students with the Kinesthetic learning style, whereas for students with the Aural learning style there is no significant difference between the two models. Both social skills can be improved through the Jigsaw and STAD learning models, but when students who have a Kinesthetic learning style are more advised to use the Jigsaw learning model.

STAD cooperative learning model to improve scientific attitudes and learning outcomes grade VIII students of SMPN 3 Pacitan

Learning is basically a process of changing attitudes due to experience. This study aims to determine the improvement of scientific attitudes and student learning outcomes. This research is a Classroom Action Research (PTK) and was conducted in three cycles. Data were collected using observation, questionnaire and test methods. The results of the analysis using the t-test were obtained: The scientific attitude of students has increased in each cycle, indicated by an increase in the number of students who fall into the category of good scientific attitude. The completeness of students' affective learning outcomes in cycle I was 70%, then increased to 80% in cycle II and 92% in cycle III. The completeness of students' psychomotor learning outcomes in cycle I was 57.5%, 80% in cycle II and 92.5% in cycle III. The classical completeness of students' cognitive learning outcomes in cycle I was 60%, then decreased to 55% in cycle II and increased to 87.5% in cycle III. From the analysis, it can be concluded that the Student Teams Achievement Divisions (STAD) cooperative learning model can improve students' scientific attitudes and learning outcomes.