Improving Science Learning Outcomes Through Student Team Achievement Division (STAD)

Abstract

The low student learning outcomes of Science competencies are experienced by many students. The causes of the decline in science learning outcomes are the teacher's love for one learning method and the use of inadequate learning models so that students find it difficult to understand learning, lack of communication and participation between students which causes students to be less courageous in asking and arguing so learning is not optimal, students still lacking discipline during learning takes place. Based on the description, the purpose of this study is to determine the significant effect of the STAD Cooperative Model on Science Learning Outcomes. This study uses the design of a non-equivalent post-test only control group design with an intact group random sampling technique. The total population of this study was 95 students and the total sample in this study amounted to 49 students. The method used is a test with multiple-choice instruments totaling 20 items. The data obtained were analyzed using descriptive statistical analysis and inferential analysis with data distribution normality test, variant homogeneity test (F-Test), and hypothesis testing (t-test) using the pooled variance formula. The results of data analysis using the t-test obtained by t-count 2.540 while the table with db = 47 of 2.067 with a significance level of 5%. The results showed that there was a significant influence on the learning outcomes of science groups of students who were taught with the STAD type cooperative model with groups of students who were not taught with the STAD type cooperative model. The STAD type cooperative model makes students the center of learning through the application of the STAD type cooperative model students are motivated to compete in understanding lessons, train women in expressing opinions, discipline and take responsibility for themselves and the group.

The Uniqueness of STAD and CIRC Models in Poetry Learning (Keunikan Model STAD dan CIRC dalam Pembelajaran Puisi)

“…Teachers who apply the STAD model in the classroom will considerably assist students in increasing motivation, cooperation, helping one another, and asking group questions (Erly, 2020). In addition, this model is also known as a student-centered learning model because it encourages students to understand learning, develop their abilities to express opinions, discipline themselves, and take more responsibility for themselves and their groups at each step of learning (Dewi et al, 2020).…”

Student Team Achievement Division (STAD) Cooperative Type Model Supported by Quizizz on Learning Outcomes

“…This learning has a role to encourage students to be more actively involved throughout the studying process, and the teacher's role is only to manage to learn. According to Dewi et al (2020), when students are active and enterprising, it will have an impact on student achievement. One of the considerations in economic learning to achieve the planned learning targets is the use of appropriate learning models.…”

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

“…Berdasarkan permasalahan diatas diperlukan solusi yang dapat membantu dan memfasilitasi siswa berinterkasi dalam kelas serta dapat mengembangkan keterampilan berpikir kritis, sepeti model kooperatif STAD. Model kooperatif STAD merupakan salah satu tipe dari model pembelajaran kooperatif yang menekankan pada aktivitas dan interaksi diantara siswa untuk saling memotivasi dan membantu dalam menguasai materi pelajaran guna mencapai prestasi maksimal [3]. Model ini memiliki beberapa keunggulan antara lain interaksi antar siswa, saling menghargai, dan meningkatkan keterampilan intrapersonal.…”