Student Team Achievement Division Research Articles

Increasing Activity and Science Learning Outcomes Vibrations, Waves and Sound Matter Through STAD Model

Purpose of the study: In this research aims to determine increasing activity and science learning outcomes vibrations, waves and sound matter through student teams-achievment divisions (STAD) model.
 Methodology: This research is Classroom Action Research implemented in three cycles, each cycle consisting of four stages namely planning, observation, observation and reflection. The subject of this research are students of class VIII B of Pabelan 2 Public Middle School consisting of 32 students of 16 male students and 16 female students. Research instruments include observation guide sheet, questions and documentation guidelines.
 Main Findings: The results of the research show that the student teams achievement divisions (STAD) learning model can increase the activity and learning outcomes of Class VIII B students at State Middle Schools as evidenced by the increase in student learning completeness in Cycle I, 37.5% of students have completed learning, in Cycle II, 81% of students have completed learning and Cycle III 99% of students completed their studies.
 Novelty/Originality of this study: This research contributes to research with a new foundation in understanding scientific concepts through an innovative approach using the student teams-achievement divisions (STAD) model. The unique findings highlight STAD's significant contribution in stimulating student engagement and increasing achievement of learning outcomes, bringing new nuances to science education research.

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.

Application of the Student Teams Achievement Division (STAD) Type Learning Model to Increase Student Activity and Learning Outcomes in the Basics of Plant Cultivation Subject in Class X ATP SMKN 6 Takalar

Improving learning outcomes and student engagement in class X is the aim of this research at ATP SMKN 6 Takalar. Use of the independent variable for the research is that the Student Team Achievement Division (STAD) oversees research projects and educational objectives using student engagement variables. Students in the class were used as research samples. Learning activities are recorded through the use of student activity observation sheets. and Utilizing tests before and after measuring learning outcomes. Based on data analysis, it was determined that the activities and learning objectives of Takalar students in class X ATP SMKN 6 could be improved using a learning model known as Student Teams Achievement Division, or STAD.

Peningkatan Aktivitas Belajar Menggunakan Model Pembelajaran Kooperatif STAD Pada Siswa Kelas III UPT SD Negeri 022 Dua Sepakat

This research discusses increasing learning activities using the STAD Cooperative Learning Model for Class III Students at UPT SD Negeri 022 Dua Sepakat. The aim of this research is to determine the increase in student learning activities in class III Thematic Learning at UPT SD Negeri 022 Dua Sepakat by implementing the STAD (Student Teams Achievement Division) model. This research is Classroom Action Research. The subjects of this research were class III students at UPT SD Negeri 022 Dua Sepakat while the object of the research was the Application of the STAD (Student Teams Achievement Division) Learning Model. To increase student learning activities in thematic learning. Data was obtained through observation, interviews and documentation. Data analysis was carried out using qualitative analysis consisting of data reduction, data presentation, drawing conclusions or verification. The research results show that the application of the STAD (Student Teams Achievement Division) learning model can increase student learning activities in the learning process. The increase in student learning activities can be measured from the evaluation of cycle I and cycle II. Student activity in cycle I was 56% in the 'quite active' category and student activity in cycle II was 92% in the 'very active' category. Thus, the research results at UPT SD Negeri 022 Dua Sepakat have been achieved well.

Upaya Meningkatkan Hasil Belajar dengan Model Cooperative Learning Tipe Student Teams Achievement Division Kelas VII SMP Negeri 6 Rokan IV Koto

The problem in this research is the low learning outcomes of class VII students at SMP Negeri 6 Rokan IV Koto in Mathematics subjects. To improve student learning outcomes, researchers applied the Student Teams Achievement Divisions (STAD) Cooperative Learning Model in Mathematics learning in class VII of SMP Negeri 6 Rokan IV Koto. This research is classroom action research, carried out in two cycles with a total of 23 students, each cycle consisting of four stages, namely planning action implementation, observation and reflection. From the results of the first cycle of action, 16 students got a score of more than 65 or 69.6% of the 23 students with an average score of 67.3, while 7 students got a score of less than 65 or 30.4% of the first cycle. 23 students. The results of the second cycle of action showed that 21 students got a score of more than 65 or 91.1% of 23 students with an average score of 83.3, while 2 students got a score of less than 65 or 8.9% of 23 students. student. Thus it can be concluded that the application of the Student Teams Achievement Divisions (STAD) Cooperative Learning Model can improve the learning outcomes of class VII students at SMP Negeri 6 Rokan IV Koto.

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.