Team Achievement Research Articles

UPAYA MENINGKATKAN HASIL BELAJAR IPAS PESERTA DIDIK KELAS IV SD N BANJARSARI 5 MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD)

Learning outcomes are the final part of a learning process that is carried out and is a benchmark for the success of a lesson. The acquisition of student learning outcomes is influenced by the learning process given by the teacher to students. Therefore the learning process becomes something that needs to be considered in achieving optimal learning outcomes for students. The cooperative learning model of the Student Team Achievement Division (STAD) type is one of the solutions in improving the learning process so that it can improve student learning outcomes. This research is a classroom action research (CAR) to improve student learning outcomes. This research was conducted in class IV science learning at SD N Banjarsari 5. The results showed that there was an increase in learning outcomes by applying the Student Team Achievement Division (STAD) cooperative learning model in class IV students, namely, in the pre-cycle phase, the classical mastery power was 42.42%, then in the first cycle there was an increase of 64.64% after implementing the Student Team Achievement Division (STAD) cooperative model. Then in cycle II, there was an increase in student learning outcomes that was equal to 87.88% and had achieved the predetermined mastery indicators

The Impact of Student Teams Achievement Divisions (STAD) Learning Method on Long Jump Performance

This research aims to investigate the influence of the Student Team Achievement Divisions (STAD) learning method on students' long jump performance. The STAD learning method is an approach that encourages collaboration and interaction among students in the form of teams, with a focus on both group and individual achievements. Long jump was chosen as the research context due to its involvement in complex physical and technical aspects, requiring a combination of motor skills and conceptual understanding. The research method used is an experimental method, with a "one group pretest-posttest" design. The study involves a sample of 50 male students at MTs Miftahul Ulum Pangkalan Balai. The instrument used is an assessment of long jump performance. The assessment of long jump in this research covers both the process and the outcome, including the distance achieved in the jump. Data analysis is conducted using the t-test. The results of the data analysis show that because the calculated t-value is 5.87 > the tabulated t-value of 2.00. The findings of this study indicate a significant influence of the STAD method on the improvement of long jump skills among students at MTs Miftahul Ulum Pangkalan Balai. This research provides a significant contribution to our understanding of the impact of the STAD method on students' long jump results, forming the basis for the development of more effective and sustainable learning approaches in the field of sports.

PENERAPAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISION DAN MEDIA GAMBAR WAYANG UNTUK MENINGKATKAN KEMAMPUAN MEMBACA AKSARA JAWA

<p>The author made this study with the aim of explaining a learning process using the student teams achievement division method and wayang image media. This research is subject to students in class VIII A of SMP Negeri 1 Widodaren. This research was applied in 2 cycles, where each cycle of application consisted of action planning, action implementation, observation or observation, analysis and reflection. The technique used in the collection is document study through tests in cycle 1 and cycle 2. The results of this study can be seen that the application of the student teams achievement division method and wayang image media to class VIII A students of SMP Negeri 1 Widodaren in the 2018/2019 academic year can improve students' ability to read Javanese script in 2 cycles. In the pre-action stage, students who achieved 38% completeness increased in cycle 1 to 51.61% in cycle 2 increased to 87.1%. This study has results that can be used as a reference for teachers to use the student teams achievement division method and puppet image media in Javanese language learning in class VIII to improve reading skills in Javanese script.</p>

PENINGKATAN HASIL BELAJAR PPKN PADA KURIKULUM MERDEKA MATERI MEMBANGUN JATI DIRI DALAM KEBINEKAAN MENGGUNAKAN MEDIA AUDIO-VISUAL UNTUK SISWA KELAS IV SDN 2 SADANG

This study uses the student team achievement (STAD) model and audio-visual media to increase Civics learning in Merdeka Class IV at SDN 2 Sadang. This research uses the student team achievement (STAD) model and audio-visual medium to improve civics learning in unit 3 "Building Identity in Diversity" in fourth graders at SDN 2 Sadang. Class Action Research was conducted in SDN 2 Sadang class IV with 20 students. The research took place during II Cycle, which includes planning, implementing, observing, and reflecting. The independent variables are STAD and Audio Visual Media. Related variable is Learning Outcomes. This study collected data through interviews, observation, testing, and documentation. Quantitative and qualitative data are analysed. The knowledge learning results of pupils rose from cycle I (55% to cycle II 80%). Cycle II teacher abilities grew 83% from cycle I (71%). Student learning activities increased from cycle I (68%) to cycle II (82%). Based on research in class IV at SDN 2 Sadang, civics learning outcomes in the autonomous curriculum on creating identity in diversity utilising audio-visual media for fourth graders have increased. Researchers recommend

Pengaruh Penerapan Metode Pembelajaran Student Teams Achievement Devision Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas X SMAN 9 Kota Jambi

This study aims to determine the effect of applying the Student Teams Achievement Division learningmethod to student learning outcomes in economics subjects in class x SMAN 9 Jambi city. This type of researchuses experiment. Meanwhile, the technique in this study used a purposive sampling technique, namely apurposive sample that requires a control class and a experimental class. The result of the study show that theapplication of the Student Teams Achievement Division learning method can improve student learningoutcomes. Thus, student learning outcomes are higher using the Student Teams Achievement Division learningmethod.

Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe STAD Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas XII IPS Di SMA Negeri 8 Kota Jambi

This research aims to determine the effect of implementing the Student Teams Achievement Division(STAD) type cooperative learning model on learning motivation in class XII economics subjects at SMA Negeri8 Jambi City. This type of research is field research with an associative hypothesis approach and quantitativemethods. The research results show that the application of the Student Teams Achievement Division (STAD)learning model has a significant influence on learning motivation. Thus, there is a positive influence betweenthe Student Teams Achievement Division (STAD) learning model on student motivation in the economics subjectclass XII IPS at SMA Negeri 8 Kota Jambi.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS DAN CARD SORT UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 1 BANGOREJO BANYUWANGI

The purpose of this study was to determine the effect of the Student Teams Achievement Divisions cooperative learning model and the Sort Card Method on mathematics learning outcomes. This research is included in the causal quantitative type research, namely a study that seeks the influence of certain (independent) variables on other (bound) variables. The research object used a purposive sampling area, namely class VIII students of SMPN 1 Bangorejo Banyuwangi, academic year 2022/2023. The results of the study found that there was an effect of applying the cooperative learning model of the Student Team Achievement Division and Sort Cards simultaneously on improving the mathematics learning outcomes of class VIII students of SMPN 1 Bangorejo Banyuwangi.

Efektivitas Model Think Pair Share dan Student Team Achievement Division terhadap Karakter Toleransi dalam Pembelajaran PPKn pada Siswa Kelas III Sekolah Dasar

Cases of intolerance often occur in society, the main cause of many cases of intolerance is the differences in the community environment and the lack of tolerance character education instilled in society. Thus, this study aims to compare the two Think Pair Share (TPS) and Student Team Action Division (STAD) Learning Models on the character of tolerance in civics learning in elementary school students. In this study, researchers will conduct research with the type of quasi-experimental research (quasi experimental design). This research was conducted at SDN Kopeng 2 and SDN Kopeng 3 for class III students. Data collection techniques obtained by observation and questionnaires. The questionnaire used was first carried out the Validity Test and Normality Test and the results obtained were 24 questions declared valid. Next will be pretest and posttest. Then the data will be tested using the Normality Test, Homogeneity Test and t-test. Next is the Hypothesis Test, it is found that the significant value is <0.05. Then H0 is rejected and Ha is accepted, meaning that the character of tolerance in the Experiment Group is higher than the Control Group. This means that the character of tolerance in Grade III elementary school students is significantly higher using the Think Pair Share (TPS) Learning Model compared to using the Student Team Achievement Division (STAD) Learning Model.

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

Metacognitive skills and cognitive learning outcomes are two competencies that students should have after learning is carried out. However, in reality, the increase in these two competencies has so far not been optimal. This research aims to determine the effect of the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) learning model on students' metacognitive skills and cognitive learning outcomes. This type of research is quasi-experimental with the One-group Pretest-Posttest Design. The instrument used in this research is in the form of essay questions. The technique for assessing metacognitive skills and student learning outcomes is carried out in an integrated manner. Hypothesis testing was carried out using statistical tests by comparing two means (pretest mean and posttest mean) using Paired Samples t-test analysis. The results of data analysis show that there is an influence of the Remap-STAD learning model on students' metacognitive skills and cognitive learning outcomes. Thus it can be concluded that the Remap-STAD learning model can be used as an alternative learning to improve metacognitive skills and student learning outcomes in higher education.

Improving Student Motivation and Learning Outcomes Through the Student Team Achievement Divisions Model

Biology is a science that deals with natural phenomena and objects that are systematically arranged regularly, and generally accepted in the form of a collection of observations and experiments. Biology has a very important role in providing an understanding of the characteristics and phenomena of nature, as well as of living things and life processes. Therefore, the purpose of this study is to increase student motivation and learning outcomes through the Student Team Achievement Divisions (STAD) model in Biology class XI IPA 3 SMAN 7 Sigi. 33 students of class XI IPA 3 consisting of 9 males and 24 females using data collection techniques, namely qualitative data and quantitative data. Data collection techniques for each type of data are 1) Qualitative data is collected by using observation sheets, namely making a series of direct observations of researchers during the learning process; and 2) Quantitative data is collected by giving tests at the end of each cycle. The data analysis technique used is data reduction, data presentation, and conclusion. The data obtained were analyzed using the percentage of individual absorption and classical completeness techniques obtained by students. The results of this study indicate that 1) The application of the Student Team Achievement Divisions (STAD) model can increase student learning motivation in Biology class XI IPA 3 SMAN 7 Sigi even semester of the 2022/2023 academic year; 2) The application of the Student Team Achievement Divisions (STAD) model can improve student learning outcomes in Biology class XI IPA 3 SMAN 7 Sigi even semester of the 2022/2023 academic year; 3) The application of the Student Team Achievement Divisions (STAD) model can increase student motivation and learning outcomes in Biology class XI IPA 3 SMAN 7 Sigi even semester of the 2022/2023 academic year

Innovation and Practice of Formative Evaluation of Courses Based on Student Teams Achievement Division Method

Student Teams Achievement Division (STAD) is a form of educational organization designed by Professor Slavin of Johnson University in the United States based on the theory of learning motivation. (Slavin, 2011) It is an effective teaching method that has been experimentally validated. It is especially suitable for students with large basic differences and difficult course teaching. (Zhou, 2019) (Khan)This paper takes the "Troubleshooting and Troubleshooting" course of our school as an example and adopts STAD to make bold reforms to the formative examination mode of the course, which has obtained certain results.

Student Egocentric Control through the Student Team Achievement Division Design

Student Egocentric Control through the Student Team Achievement Division Design

IMPROVING STUDENTS’ READING COMPREHENSION IN ANALYTICAL EXPOSITION TEXT USING STUDENT TEAM ACHIEVEMENT DIVISION (STAD)

The problem with this research is the students found difficulties in reading comprehension, especially in finding the main idea of a text. The students also lack the motivation to read the text in English. Those difficulties made the students cannot fully understand the text they read. The research aims to improve students’ reading comprehension in analytical exposition text using Student Team Achievement Division (STAD). The subjects of this study were 36 students in eleventh grade at SMAN 103 Jakarta. This research only consisted of one cycle that consist of two meetings. Each cycle consists of planning, acting, observing, and reflecting. The data collecting technique used in this research was test, observation, and questionnaire. The result showed that there are improvements in the average score of the students. The score in the pre-test was 70.5 improved to 84.2 in the post-test. Using Student Team Achievement Division (STAD) also made students motivated and teamwork improved along with their individual skills. The questionnaire also showed that the students responded positively to Student Team Achievement Division (STAD), and it showed from the questionnaire result that 58% of students gave positive feedback. The result of this research indicates that the use of the Student Team Achievement Division (STAD) can improve students’ reading comprehension in analytical exposition text.

IMPLEMENTATION OF COOPERATIVE LEARNING MODEL STAD-TYPE AS AN EFFORT TO IMPROVE STUDENT ACTIVITY AND OUTCOMES IN MATHEMATICS ON FUNCTIONAL LIMITS MATERIAL

This study aims to determine whether learning using the cooperative learning model of Student Team Achievement Division (STAD) type can increase student activity and learning outcomes in limit function material or not. This study is a Classroom Action Research (CAR) conducted at MA Negeri 1 Indramayu. The subjects in this study were 26 students of class XI MIPA 1. The instruments used in this research were observation sheets of student learning activity given each cycle to assess student activity and formative tests given each cycle to measure learning outcomes improvement. The results of processing student activity data obtained the percentage of activity in cycle I 69.23%, cycle II 84.62%, and cycle III 92.31%. Likewise, data on student learning outcomes obtained an average of cycle I 48.08, cycle II 75.96, and cycle III 84.04. Furthermore, it was obtained data on an increase in the number of students who achieved learning mastery, they are in cycle I as many as 5 students out of 26 students or 19% with very low mastery criteria, in cycle II as many as 21 students out of 26 students or 81% with very high mastery criteria, and in cycle III as many as 24 students or 92% with very high mastery criteria.

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

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

PENERAPAN MODEL PEMBELAJARAN STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN KEMAMPUAN MATEMATIS

Mathematics learning is designed to achieve the objective of mathematics learning, that is to stimulate students to grow their mathematical abilities. However, the activities of teaching-learning have been applying the conventional learning method, in which the teacher has full control of learning so that students' mathematical abilities are classified as low. The learning model that is applied to the solution to improve students' mathematical abilities is Student Team Achievement Division (STAD). This research involved VIII classes of SMP Negeri 50 Jakarta, which are VIII-B and VIII-D classes using a Quasi-Experimental Design. Data collection was based on a pretest, posttest, and gain data by statistical test through the Mann-Whitney U test by the calculation of the program SPSS 26 because the data is not a normal distribution and not homogeneous so that it is obtained that: (1) There is a difference in mathematical ability between students who apply STAD and Expository learning models. The average posttest score of mathematical ability between students with the STAD learning model treatment is superior to the Expository learning model, that is 66,64 and 15,78. (2) There is a difference in improving mathematical ability between students who apply the STAD and Expository learning models. The average gain score of mathematical ability between students who apply the STAD learning model is superior to the Expository learning model, that is 64,56 and 13,08.

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

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

Implementation of The Student Team Achievement Division (STAD) to Develop Student Skills in Explaining Orally Natural Phenomena

According to Melian O.H & Solihat M.R (2019), speaking is an essential skill in English, where speakers can express ideas, opinions, responses, and information. Problems that arise in learning to speak during a pandemic. These problems include more time for students to practice speaking, lack of communication, and lack of cooperation between other students. This study uses a qualitative method. The approach used is classroom action research. To collect data, researchers used observation, field notes, and interviews. This research was conducted in two stages, namely, cycle one and cycle two. This research was conducted at Mekar Arum High School. The research participants were students of class XI IPS-2, totalling 31 students. Based on the research results, researchers can conclude that implementing the Student Team Achievement Division (STAD) can be used as one of the methods of learning speaking skills. This can be proven by findings that show the development of students' speaking activities. Based on research on students' opinions about the application of STAD, students like this learning method. Students gave positive answers and said that the presentation activities in this learning method gave them public speaking training and trained their confidence in public speaking.

Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) terhadap Hasil Belajar Matematika Siswa

The purpose of this study was to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model on the mathematics learning outcomes of students class VII MTs. NW Senyiur. While the type of research used in this study is quasi-experimental. The sampling technique uses saturated sampling. The research instrument was in the form of a learning achievement test sheet. From the results of data analysis on student test results, there was an average score in the experimental class of 81.33 with the highest score of 100 and the lowest score of 65, while the average score in the control class was 60.17 with the highest score of 80 and the lowest score of 40. Then based on the results of the t-test obtained tcount of 8.29 and ttable of 2.00, because tcount ≥ ttable then Ha is accepted and H0 is rejected. So we can conclude that there is an influence of the Student Teams Achievement Division (STAD) cooperative learning model on the mathematics learning outcomes of students class VII MTs. NW Senyiur.

Application of The student Teams Achivement Division (STAD) Type Cooperative Method on Algebraic Function Limit Material to Improve Learning Outcomes and Student Motivation

Mathematics is a universal science that will continue to develop along with the times, a science that is obtained carefully, clearly, and accurately. Learning and understanding math is difficult, complicated and scary because it requires students to think logically, carefully, diligently, systematically, and must have learning motivation. Learning motivation is a description that is often used to explain the success of students' learning tasks, the time and effort they devote to them, so that the desired learning goals are achieved. The higher the child's motivation, the higher the learning outcomes obtained by students. To increase students' motivation and learning outcomes in this study using the Student Teams Achievement Division (STAD) cooperative type. The purpose of this study was to determine the learning motivation and mathematics learning outcomes of students in classes that used Student Teams Achievement Division (STAD) cooperative type. The population in this study was the learning motivation and mathematics learning outcomes of grade XI students of MA Negri 1 Indramayu. The sample was selected randomly. The instruments used were a test of description questions and observation sheets of student motivation. The results of data processing obtained the average in cycle 1 for learning outcomes is 78.75 and the average motivation in cycle 1 is 2.86 with a sufficient category of 19 students and a less category of 7 students. The results of data processing in cycle 2 obtained an average for learning outcomes of 80.00 and an average motivation in cycle 2 of 3.36 with a sufficient category of 23 students and a good category of 3 students. And the results of data processing in cycle 3 obtained an average for learning outcomes of 86.92 and an average motivation in cycle 3 of 3.86 with a good category of 25 students and a very good category of 1 student. So it can be concluded that cooperative learning type Student Teams Achievement Division (STAD) can increase students' motivation and math learning outcomes. For further research, other methods can be developed to improve student learning outcomes.