Implementation of Cooperative Learning Model Learning Through The STAD Method in Improving Student’s Critical Thinking Ability

Abstract

This study is about the application of Cooperative Learning models through the STAD method to improving students' critical thinking. The problem in this study was the low critical thinking of students about eleven-class economic subjects in the social studies program at one of the secondary schools in Sukabumi City. The research method used was a quasi experiment with research design The Pre-Equivalent Pre-test - Post Design Control-Test Group. Based on the test for normality, homogenies, and t-test from the pre-test post-test data, the students understood the concept of the experimental class and the control class. The sampling technique used was purposive sampling. Data collection uses tests and assignments. The results of this study were tested with one-way Anava. The results of the study are as follows. 1) Cooperative learning model STAD method is effective for increasing interest and learning outcomes (Critical Thinking) Economic Subjects, 2) STAD learning model in class XI IPS A is more effective in increasing student learning interest compared to STAD method in class XI IPS B, while Method STAD in class XI IPS B is more effective to improve student learning outcomes compared to Class XI IPS A.

HOTS Critical Thinking and Math Problem-Solving Skills on Wordwall-Assisted Problem-Based Learning Model

“…As a result, students become less active during learning (Fernández-Martín et al, 2022;Vansdadiya et al, 2023). The emphasis on developing students' scientific, systematic, logical, critical, and creative thinking skills in mathematics education necessitates teachers' ability to create new learning media that may not yet be readily available in schools (Kinasih et al, 2023;Maharani, 2018). Apart from that, to increase students' interest in learning, interesting learning media is needed (Afriansyah & Arwadi, 2021;Puhka et al, 2023).…”

Korelasi Model Kooperatif Stad Secara Daring Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Larutan Penyangga

“…Melalui penerapan model ini terbukti telah terjadi interaksi sosial antar siswa bekerjasama dalam memahami materi melalui diskusi interaktif. Namun perlu dilakukan modifikasi, misalnya dengan melakukan pembagian tugas secara jelas setiap kelompok, serta selalu memantau dan membimbing agar dapat melakukan diskusi yang efektif dan efisien [6].…”