Pengaruh Pembelajaran Kooperatif Tipe STAD Terhadap Peningkatan Hasil Belajar, Sikap Sosial, dan Motivasi Belajar

Andrian, Dedek; Wahyuni, Astri; Ramadhan, Syarul; Novilanti, Fini Rezy Enabela; Zafrullah,

doi:10.35438/inomatika.v2i1.163

Cited by 13 publications

(13 citation statements)

References 4 publications

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“…This opinion is in line with Nikmah, (2019) the STAD type cooperative learning model emphasizes collaboration in groups, this can provide opportunities for students to share experiences and opinions and motivate each other The learning process will be more interesting if there is a cooperation between students and students so that students with low skills can obtain knowledge and information from students who have higher expertise so that the learning process is more useful and students Do not feel bored to take part in learning in the classroom. This statement is in line with Karacop's opinion (2017) that cooperative learning has a positive impact on student academic achievement and social skills development, so this model is suitable to be applied because in this model students will be required to actively collaborate, participants will be more motivated in learning and able to convey opinions (Andrian, 2020). The cooperative model type STAD can actively find learning resources with peers, cooperative learning emphasizes team learning so that this model is felt to be compatible with the character of student-centered thematic learning (Primandari, 2019) this is in line with Susanti, (2017).…”

Section: Introductionsupporting

confidence: 77%

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

Dewi

Wibawa

Agustiana

2020

IJEE

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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.

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Section: Introductionsupporting

confidence: 77%

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

Dewi

Wibawa

Agustiana

2020

IJEE

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“…Activities from the STAD-type cooperative model greatly train the learning motivation of learners to be even better. Similar research has also been conducted by Andrian (2020) states that cooperative learning type STAD has an effect on motivation or where the results of the analysis show that there is an interaction between motivation and cooperative Type STAD. Armadi (2020) added that the teaching and learning process takes place with cooperative learning being effective, and the learning activities of learners in the classroom are very good with high learning motivation.…”

Section: Figure 2 Increased Motivation Of Learnerssupporting

confidence: 58%

Improvement of Learning Outcomes, Motivation, and Achievement of Students' Social Skills by Applying Student Teams Achievement Division Cooperative Learning Model through PhET Simulation Media

Jannah

Evendi

Safrida

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to improve learning outcomes, motivation, and students' social skills by applying student teams' achievement division cooperative learning models through PhET simulation media. The method used in this study is quantitative. The research used is Quasi-Experimental. Instruments were used in the form of problems, questionnaires and, observation sheets. The results of the study data analysis prove that the average posttest of the experiment class obtained a score of 77.81, while the control class was 71.82, so that the results obtained in the experimental class were>75 or above from the KKM score that has been determined. Furthermore, the analysis of student motivation data proved an increase where the pretest score showed 60.5 and for the posttest results increased by a score of 66.56 and for the results of social skills learners showed an increase in each meeting in each indicator, which showed an excellent category. The conclusions in this study prove that the student teams achievement division cooperative learning model through PhET simulation media can improve learners' learning outcomes, motivation, and social skills

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“…Hasil penelitian ini juga sesuai dengan penelitian (Saadah & Susanti, 2020) (Olinan & Sujatmika, 2017). Penelitian ini masih relevan dengan penelitian (Andrian et al, 2020) yang menyatakan bahwa hasil belajar dapat meningkat dan memiliki pengaruh yang positif dengan menggunakan pembelajaran tipe STAD di Riau. Serta penelitian ini sesuai juga dengan penelitian yang dilakukan oleh (Sunilawati et al, 2013) yang menyatakan model pembelajaran kooperatif tipe STAD berdampak lebih baik secara signifikan terhadap hasil belajar dibandingkan dengan konvensional.…”

Section: Pembahasanunclassified

Pengaruh Model Pembelajaran Student Team Achievement Divisions (STAD) Terhadap Hasil Belajar Siswa

2022

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Masalah dalam penelitian ini yaitu proses pembelajaran menggunakan metode ceramah hanya berpusat kepada guru. Rumusan masalah dalam penelitian ini adalah adakah pengaruh Model Pembelajaran Student Team Achievement Divisions (STAD) terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi SMA Pusri Palembang. Tujuan penelitian ini adalah untuk mengetahui pengaruh Model Pembelajaran STAD terhadap Hasil Belajar Siswa. Variabel dalam penelitian ini yaitu variabel bebas dan terikat. Metode dalam penelitian ini menggunakan eksperimen dengan desain Postest Only Group Design, teknik pengumpulan data tes kelas eksperimen model pembelajaran STAD dan observasi kelas kontrol hasil belajar siswa. Instrumen penelitian menggunakan tes. Teknik analisis data penelitian menggunakan uji t. Berdasarkan hasil penelitian dapat dijelaskan bahwa nilai pada thitung > ttabel dengan nilai 1,84>1,495.Sehingga dapat disimpulkan bahwa Ha diterima dan Ho ditolak atau terdapat pengaruh Model Pembelajaran Student Team Achievement Divisions (STAD) terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi Di Sekolah Menengah Atas.

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Pengaruh Pembelajaran Kooperatif Tipe STAD Terhadap Peningkatan Hasil Belajar, Sikap Sosial, dan Motivasi Belajar

Cited by 13 publications

References 4 publications

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

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

Improvement of Learning Outcomes, Motivation, and Achievement of Students' Social Skills by Applying Student Teams Achievement Division Cooperative Learning Model through PhET Simulation Media

Pengaruh Model Pembelajaran Student Team Achievement Divisions (STAD) Terhadap Hasil Belajar Siswa

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