Student Team Achievement Division Research Articles

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.

Pengaruh Model Pembelajaran Student Teams Achievement Division (STAD) terhadap Motivasi dan Hasil Belajar Kognitif Siswa

The Student Teams Achievement Division (STAD) learning model is all student learning activities to improve existing abilities or improve new abilities, both abilities in the aspects of knowledge, attitudes and skills. These learning activities are carried out in group activities, so that participants can learn from each other through exchanging thoughts, experiences and ideas. The aim of the research was to determine the effect of the Student Teams Achievement Division (STAD) learning model on the motivation and cognitive learning outcomes of class XI Science students at SMA Negeri 7 Mataram. This type of research is quasi-experimental using two classes, namely the experimental class and the control class. The research design is pretest-posttest control group design. The research results showed that the learning motivation of experimental class and control class students was in the high category. This can be seen from the average value of motivation results for the experimental class of 73.90% and the average value of motivation results for the control class of 72.45%. From this data it can be seen that the motivation results of the experimental class are higher than the control class. Meanwhile, students' cognitive learning outcomes were obtained by hypothesis testing, where p = 0.000 < 0.05 significance level, so the hypothesis was accepted, namely that there was an influence of the Student Teams Achievement Division (STAD) learning model on students' cognitive learning outcomes.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD (Student Team Achievement Divisions) terhadap Hasil Belajar Siswa Kelas VIII MTs Islam Babussalam pada Materi Persamaan Linear Dua Variabel

This research aims to determine the effect of the Student Team Achievement Divisions (STAD) type cooperative learning model on MTs student learning outcomes. Islam Babussalam on two-variable linear equations for the 2022/2023 academic year. This research is a experimental research. The experimental design used was one group pre test post test. The subjects of this research were 20 students of MTs Islam Babussalam class VIII. This research used one class that was treated with the STAD model. The analysis technique uses the t test. Based on the research results, it shows that the pre test results are 8.08 and the post test results are 15.18. So we get t_count=9.087 and t_(table )=1.685, we get t_count≥ t_(table ). Thus, it is concluded that there is an influence of the STAD type cooperative model on the learning outcomes of MTs Islam Babussalam students in the two-variable linear equation material for the 2022/2023 academic year.

Penerapan Pembelajaran Kooperatif Tipe STAD Untuk Meningkatkan Pemahaman Konsep Rumus Keliling Dan Luas Persegi Panjang Pada Peserta Didik Di Kelas IV MIT Muhammadiyah Sukarame Bandar Lampung

Cooperative learning is learning carried out in groups. These groups are determined by educators with all existing considerations. There are several types of learning, one of which is STAD. STAD or Student Team Achievement Division is one of the oldest and most researched forms of cooperative learning. STAD type cooperative learning consists of five main components, namely: (1) team, (2) class presentation, (3) quiz, (4) individual progress score, and (5) team recognition. This research uses a type of classroom action research, where the necessary data is obtained from the implementation of the cycle. There are two cycles carried out by the author. Based on the implementation of this cycle, the author obtained the results that were the aim of this research. This research aims to improve conceptual understanding of the formula for the perimeter and area of ​​a rectangle in class IV students at MIT Muhammadiyah Sukarame. The results of this research prove that there is an increase in students' conceptual understanding of the formula for the perimeter and area of ​​a rectangle. These results can be seen from the cycles that have been implemented.

The Effect of Cooperative Learning Method on Academic Achievement, Attitude and Critical Thinking Disposition in the 7th Grade Mathematics Lesson

This study aims to determine the contribution of the use of cooperative learning method in the 7th grade mathematics course on students' academic achievement in mathematics, attitudes towards mathematics and critical thinking dispositions. This study was conducted with 40 students in Anamur district of Mersin province in Türkiye in the 2020-2021 academic year. The study was conducted with a quasi-experimental design and collaborative teaching methods (Student Teams-Achievement Divisions and Team-Game-Tournament technique) were applied in the experimental group, and the activities in the Ministry of National Education middle school mathematics curriculum were applied in the control group. The data collection tools used in the study were the "Achievement Test" developed by the researchers, the "Attitude Towards Mathematics Scale" developed by Önal (2013), and the "Critical Thinking Disposition Scale" adapted into Turkish by Kılıç and Şen (2014). The study revealed that the academic achievement of the students in both groups increased significantly, attitude towards mathematics scores decreased significantly in the experimental group students and increased insignificantly in the control group students, and critical thinking disposition scores decreased insignificantly in the experimental group and increased significantly in the control group.

Improving Collaboration Skills and Thematic Learning Outcomes Theme V Sub Theme 2 Using the Student Teams Achievement Divisions (STAD) Learning Model for Class III Students at SD Negeri Bendo Samigaluh, Kulon Progo, Academic Year 2021/2022

This research aims to improve collaboration skills and student learning outcomes in thematic subjects theme V sub-theme 2 class III in SD Negeri Bendo Samigaluh for the 2021/2022 academic year through the application of the Student Teams Achievement Divisions (STAD) learning model. This type of research is Classroom Action Research (PTK) which is carried out over two cycles with each cycle consisting of 2 meetings. The subjects in this research were 5 students in class III of SD Negeri Bendo Samigaluh, Kulon Progo Regency. The data collection technique in this research is through observation. The research results show an increase in students' collaboration abilities, where in cycle I an average score of 48% was obtained and in cycle II an average score of 74.25%. Meanwhile, the data on student learning outcomes also showed an increase. This was proven in cycle I, students who met the minimum completeness criteria obtained an average score of 75% and in cycle II students who met the minimum completeness criteria obtained an average score of 100%. Therefore, the application of the Student Teams Achievement Divisions (STAD) learning model can improve collaboration skills and student learning outcomes in thematic subjects theme V, sub-theme 2, class V, SD Negeri Bendo Samigaluh for the 2021/2022 academic year.