Student Team Achievement Division Research Articles

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.

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.

Pengaruh Strategi Pembelajaran dan Motivasi Belajar terhadap Pemahaman Siswa

The purposes of this study were to examine the effects of cooperative learning approach of Student Teams-Achievement Divisions (STAD), the level of student’s learning motivation, and the interaction of the two independent variabels to understanding on social studies in elementary student. Cooperative learning was compared to lecture recitation cycle using a quasi- experimental design. An achievement test consisting of items from the state competency test, and a motivation to learn questionnaire adopted from Hari Witono were administered. The analysis of variance(Anova) was used to data analyse. Anova showed a significant difference among the dependent variables from the learning strategies used. There was also a significant difference in student’s understanding on social studies between the high and low levels of motivation to learn. But there was no interaction between the learning strategis and the levels of motivation to learn towards understanding on social studies in elementary school.Based on these findings,it was suggested that teacher need to use cooperative learning type STAD and motivate students to learn, so student’s achievement, especially in social studies subject matter, increased.

The STAD learning model: Cognitive learning and self-regulation effects

The learning approach at MAN Temanggung is predominantly teacher-centered, neglecting the individual learning needs of students. Consequently, the cognitive learning outcomes of students remain subpar. Furthermore, self-regulation, a crucial psychological factor that impacts student learning outcomes, is not adequately addressed. This study aims to determine the effect of the Student Teams Achievement Division (STAD) learning model on students' cognitive learning outcomes and self-regulation on excretion system material at MAN Temanggung. The STAD learning model based on differentiated learning is applied to the experimental class. The applied differentiation learning is product differentiation. Data was collected using a pretest and post-test to measure cognitive learning outcomes and a questionnaire to measure self-regulation abilities. The results showed a significance value of 0.000 <0.005, meaning that the STAD learning model based on differentiation learning affects cognitive learning outcomes and students' self-regulation. Thus, the Student Teams Achievement Division (STAD) learning model based on differentiation learning significantly affects cognitive learning outcomes and students' self-regulation.

THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ON ENGLISH LEARNING OUTCOMES AND STUDENT LEARNING MOTIVATION

In this research, Students in the English Education Study Program's eighth semester in 2023/2024 at Nahdlatul Ulama Sunan Giri Bojonegoro will analyze the Student Team Achievement Division (STAD) learning method in order to assess its effects on learning outcomes and student learning motivation. The effect of the STAD method was thoroughly described in this research using a quantitative approach. In this research, 66 students from class X during the academic year 2023–2024 formed into two classes: the experimental class and the control class. Students in the research sample class post-test scores significantly outperformed those in the control class, the research findings showed that the alternative hypothesis (Ha) was accepted. Learning outcomes for students varied both before and after treatment. The experimental class average post-test score was 76.69, while the comparison group's average post-test score was 57.30. Significant (2-tailed) One Way ANOVA post-test values are less than 0.05 or 0.000 0.05. The researcher calculated eta squared to be (0.63 using the effect size statistics using eta squared. A moderate effect size is indicated by the value from eta squared. The average post-test score for the experimental group was 37.79, while the average post-test score for the comparison group was 29.41. showing a considerable improvement in the students' willingness to study. Significant (2-tailed) One Way ANOVA values are less than 0.05 or 0.000 0.05. The researcher discovered from the effect size statistics using eta squared

The Effectiveness of Student Team Achievement Division Method with Gitmind in the Teaching Writing for Junior High School Students

Writing is one of the language skills that middle school students need to have. The purpose of this study was to determine the effectiveness of using the Student Group Performance Method with Gitmind to improve the writing ability of 7th grade students at Junior High School. In this study, a quasi-experimental design was used. The sample includes two classes (groups), an experimental class of 25 students and a control class of 24 students. This study uses the ANCOVA formula to analyze data. Research shows that instructional students who use Gitmind and the Student Team Performance Division method have better academic results. It is supported by the estimated marginal mean for the two groups, which is 56. 963 for the grammar translation method and 78. 474 for students taught using the Student Group Achievement Division with Gitmind method.

Effectiveness of the Student Team Achievement Division (STAD) Cooperative Learning Model in Enhancing Pre-Service Teachers’ Scientific Attitudes in Learning Vertebrate Zoology

The STAD Cooperative Learning Model not only helps students understand Vertebrate Zoological concepts but also prepares prospective teachers with a good scientific attitude to teach. This study aims to analyze the use of the STAD which has a positive impact on the scientific attitudes of pre-service teachers. This study uses a quasi-experimental method with a static-group comparison design. A sample of 85 pre-service teachers of Biology Education at Sriwijaya University were divided into a treatment group (STAD) and a control group (traditional methods) for a nine-week period. The Likert scale questionnaire was used, meeting sufficient validity and reliability standards to measured 12 subdimensions of scientific attitudes. The data was analyzed using MANOVA. The findings showed that the STAD significantly affected seven subdimensions: curiosity, flexibility, critical-mindedness, awareness of the non-absolute truth, belief in the orderliness of nature, carefulness, and optimism. However, there are five not significant subdimensions: honesty, lack of prejudice, tolerance, perseverance, and motivation. These findings suggest the STAD method can be effective in promoting positive scientific attitudes among pre-service teachers. The study's implications for teaching practices in promoting positive scientific attitudes are significant, and further research in this area is warranted.

Enhancing Measurement Education in Schools: A Study on the Efficacy of STAD (Student Teams Achievement Division) in Undergraduate Mathematics Education

Enhancing Measurement Education in Schools: A Study on the Efficacy of STAD (Student Teams Achievement Division) in Undergraduate Mathematics Education

The Influence of the STAD and PowerPoint-Assisted Jigsaw Models on Economics Learning Achievement

Purpose of the study: The aim of this research is to determine the effect of cooperative learning models such as Student Teams Achievement Divisions (STAD) and Jigsaw with the help of PowerPoint media on Economics learning achievement.
 Methodology:This research is quantitative research with experimental methods. The sampling technique is simple random sampling. The sample in this study was 70 students. Data collection techniques in this research are questionnaires. The data analysis technique in this research uses two-way analysis of variance with an unequal number of cells with analysis prerequisite tests, namely the normality test and homogeneity test.
 Main Findings: The results of the research show that there are differences in the influence of the Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models assisted by PowerPoint media on Economics learning achievement. This is shown by obtaining a significance value (Sig.) which is smaller than the significance level α = 0.05, namely (0.00 < 0.05) or (Fobs = 10.103 >Ftable = 4.00).
 Novelty/Originality of this study: The novelty of this research is that it contributes to the study and development of knowledge, especially regarding cooperative learning approaches such as Student Teams Achievement Divisions (STAD) and Jigsaw.

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 the Cooperative Learning Learning Model Type Student Teams Achievement Division in Enhancing Students' Critical Thinking

This study aims to describe the Implementation of the Student Teams Achievement Division (STAD) Cooperative Learning Learning Model in Improving Students' Critical Thinking in Civics Learning at SMP N 1 Sitiung. The research method used in this research is descriptive qualitative with the research location at SMP N 1 Sitiung. The informants in this study totaled 7 people including 6 students, 1 educator who taught Civics subjects. Data collection was carried out through observation, interviews and documentation techniques, then for data analysis techniques carried out through the stages of data reduction, data presentation and drawing conclusions. The results of this study indicate that the process of implementing the cooperative learning model type Student Teams Achievement Division (STAD) in increasing students' critical thinking in learning PPKn at SMP N 1 Sitiung has been carried out well. This is inseparable from the efforts that have been made by educators. The efforts made by educators in increasing students' critical thinking are by changing the learning model used in the learning process. The cooperative learning model of the Student Teams Achievement Division (STAD) type is an example of a learning model that can improve students' critical thinking. Another effort made by educators to increase students' critical thinking is by creating a fun learning process by providing motivation to students to be more active in learning. Based on the results of this study, it can be concluded that the process of implementing the cooperative learning model of the Student Teams Achievement Division (STAD) type in increasing students' critical thinking in Civics learning at SMP N 1 Sitiung has been carried out well. The efforts that have been made by educators in increasing students' critical thinking are: (a) creating fun learning (b) conducting intensive guidance to groups experiencing difficulties (c) giving rewards to groups that can present the results of discussions well.

Meningkatkan Hasil Belajar Siswa Melalui Pembelajaran Kooperatif Student Teams Achievement Division (STAD)

The aim of this research is to determine whether the application of Student Teams Achievement Divisions (STAD) cooperative learning can improve learning outcomes. This research was carried out at SMA Martia Bhakti Bekasi Jl. Jendral Sudirman Km. 32 Kayuringin Jaya Village, South Bekasi District, Bekasi City. In this research, the samples to be taken are class X.2 as an experiment with a total of 35 students, and class X.3 as a control class with a total of 35 students. So the total sample used was 70 students. The cooperative learning model requires students' skills and cooperation in their groups, training students in critical thinking so that students' ability to understand the subject matter presented can increase. Meanwhile, researchers chose STAD cooperative learning because STAD cooperative learning is the simplest cooperative learning and easiest to apply in classes that have never implemented cooperative learning. Thus, it can be concluded that providing the Student Team Achievement Division (STAD) type cooperative learning model has a positive effect on mathematics learning outcomes on the subject of Mathematical Logic. From the research results, it can be concluded that providing the Student Team Achievement Division (STAD) type cooperative learning model has a positive effect on mathematics learning outcomes on the subject of Mathematical Logic.

The influence of student teams achievement division and numbered heads together learning models on students' cognitive learning outcomes and critical thinking abilities

A conceptual analysis of the established functions and goals of education found that the low quality of education in Indonesia is still motivated by low student interest and learning. This problem must be addressed immediately by using learning strategies that can facilitate the development of student’s skills. Learning strategies using the STAD (Student Teams Achievement Division) and NHT (Numbered Heads Together) models are believed to be able to overcome this problem. The STAD and NHT models are cooperative learning models where both models condition students to study together in small groups and help each other. The type of research used is a quasi-experiment (Quasi experiment) which aims to determine the effect of the STAD and NHT learning models on cognitive learning outcomes and critical thinking abilities. Data were analyzed quantitatively using descriptive and inferential statistics in the form of ANCOVA analysis. The research results show that there is an influence of the STAD and NHT learning models in improving students' cognitive learning outcomes and critical thinking abilities

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.