Student Teams – Achievement Divisions (STAD) dalam peningkatan hasil belajar kognitif matematika
DOI:
https://doi.org/10.22219/jppg.v2i1.14262Keywords:
Hasil belajar kognitif, Model pembelajaran inovatif, STADAbstract
Hasil belajar kognitif muatan matematika pada siswa kelas II SDN Nguter 04 Kabupaten Sukoharjo Jawa Tengah tergolong masih rendah. Penelitian ini bertujuan untuk meningkatkan hasil belajar kognitif muatan matematika menggunakan model pembelajaran Student Teams – Achievement Divisions (STAD). Penelitian ini dilakukan pada November 2020. Subjek penelitian ini adalah siswa kelas II SD Negeri Nguter 04. Pengambilan data untuk meningkatkan hasil belajar kognitif muatan matematika menggunakan lembar observasi, pretest, postes, dan dokumentasi. Lembar observasi digunakan untuk mengetahui tingkat keaktifan anak selama mengikuti pembelajaran. Pretest digunakan untuk mengukur hasil belajar sebelum pembelajaran dengan menggunakan STAD, sedangkan postest digunakan untuk mengukur hasil belajar setelah menggunakan model STAD. Hasil penelitian menunjukkan bahwa ada perbedaan hasil belajar kognitif yang signifikan (sig <0,05) antara setelah menggunakan model STAD. Kesimpulan penelitian ini yaitu ada perbedaan hasil belajar kognitif antara siswa yang belajar dan yang tidak menggunakan model pembelajaran STAD.
Student Teams – Achievement Divisions (STAD) in improving mathematics cognitive learning outcomes. Mathematics cognitive learning outcomes in grade II students of SDN Nguter 04, Sukoharjo Regency, Central Java are still low. This study aims to improve the cognitive learning outcomes of mathematics content using the Student Teams – Achievement Divisions (STAD) learning model. This research was conducted in November 2020. The subjects of this research were second-grade students of SD Negeri Nguter 04. Data collection to improve cognitive learning outcomes of mathematics content used observation sheets, pretest, posttest, and documentation. Observation sheets are used to determine children's level of activity during learning. The pretest is used to measure learning outcomes before learning using STAD, while the posttest is used to measure learning outcomes after using the STAD model. The results showed a significant difference in cognitive learning outcomes (sig <0.05) after using the STAD model. This study concludes that there are differences in cognitive learning outcomes between students who study and those who do not use the STAD learning model.
Downloads
References
Abdullah, R. (2016). Pembelajaran dalam perspektif kreativitas guru dalam pemanfaatan media pembelajaran. Lantanida Journal, 4(1), 35–49. https://doi.org/10.22373/lj.v4i1.1866
Anisa, A. (2017). Meningkatkan keterampilan berpikir kritis peserta didik melalui pembelajaran IPA berbasis potensi lokal Jepara. Jurnal Inovasi Pendidikan IPA, 3(1), 1. https://doi.org/10.21831/jipi.v3i1.8607
Anwar, M. N., Aness, M., Khizar, A., Naseer, M., & Muhammad, G. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education, 1(3), 1–4. Retrieved from https://www.researchgate.net/publication/338549060_Relationship_of_Creative_Thinking_with_the_Academic_Achievements_of_Secondary_School_Students
Arief, M., Sihkabuden, S., & Ulfa, S. (2018). Hubungan gaya belajar berdasarkan gender dengan hasil belajar pada mahasiswa teknologi pendidikan Universitas Negeri Malang. Jurnal Kajian Teknologi Pendidikan, 1(1), 53–61. Retrieved from http://journal2.um.ac.id/index.php/jktp/article/view/3388
Artayasa, I. P. (2020). Keterampilan Berpikir Kreatif Mahasiswa Dalam Pembelajaran Ipa Menggunakan Model Inkuiri Terbuka. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 1–9. https://doi.org/10.24815/jpsi.v8i1.15394
Balfakih, N. M. A. (2003). The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates. International Journal of Science Education, 25(5), 605–624. https://doi.org/10.1080/09500690110078879
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 112934. https://doi.org/10.1016/J.PSYCHRES.2020.112934
Esminarto, E., Sukowati, S., Suryowati, N., & Anam, K. (2016). Implementasi model STAD dalam meningkatkan hasil belajar siswa. BRILIANT: Jurnal Riset Dan Konseptual, 1(November), 16–23. Retrieved from http://jurnal.unublitar.ac.id/index.php/briliant/article/download/2/2
Fatimah, I., Hendayana, S., & Supriatna, A. (2018). Didactical design based on sharing and jumping tasks for senior high school chemistry learning. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012094
Fauziyah, L., & Jailani, J. (2014). Pengembangan perangkat pembelajaran matematika yang menunjang pendidikan karakter siswa kelas IV sekolah dasar. Jurnal Prima Edukasia, 2(2), 149–163. https://doi.org/10.21831/jpe.v2i2.2715
Gambari, I., Yusuf, M. O., & Thomas, D. A. (2015). Effects of computer-assisted STAD, LTM, and ICI cooperative learning strategies on Nigerian secondary school students’ achievement, gender, and motivation in physics. Journal of Education and Practice, 6(19), 16–28. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079516.pdf
Halim, A. (2012). Pengaruh strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa SMPN 2 Secanggang Kabupaten Langkat. Jurnal Tabularasa PPS UNIMED, 9(2), 141–158. Retrieved from http://digilib.unimed.ac.id/683/1/Pengaruh strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa SMP N 2 Secanggang Kabupaten Langkat.pdf
Handayani, S. L., Budiarti, I. G., Kusmajid, K., & Khairil, K. (2021). Problem-based instruction berbantuan e-learning: Pengaruhnya terhadap kemampuan berpikir kritis peserta didik sekolah dasar. Jurnal Basicedu, 5(2), 697–705. https://doi.org/10.31004/basicedu.v5i2.795
Harahap, N. (2014). Hubungan antara motivasi dan aktivitas belajar siswa terhadap hasil belajar kognitif siswa dengan penerapan model pembelajaran kooperatif tipe student teams achievement division pada konsep ekosistem. Jurnal Visipena, V(1), 35–46. Retrieved from http://download.portalgaruda.org/article.php?article=183283&val=6353&title=Hubungan Antara Motivasi dan Aktivitas Belajar Siswa Terhadap Hasil Belajar Kognitif Siswa Dengan Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division Pa
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98. https://doi.org/10.7575/aiac.ijels.v.6n.3p.92
Juniati, E., & Sari, W. P. (2016). Integrasi potensi lokal pada pembelajaran SL terhadap pembentukan learner softskill untuk memecahkan permasalahan lingkungan. Prosiding Symbion (Symposium on Biology Education), 543–550. Retrieved from https://www.researchgate.net/profile/Winda-Purnama-Sari/publication/341817792_ID_348-Etika_dan_Winda-revisi_Hal_543-550/links/5ed5d6304585152945280014/ID-348-Etika-dan-Winda-revisi-Hal-543-550.pdf
Keast, R., & Mandell, M. (2014). The collaborative push: Moving beyond rhetoric and gaining evidence. Journal of Management and Governance, 18(1), 9–28. https://doi.org/10.1007/s10997-012-9234-5
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Pemberdayaan keterampilan bertanya siswa melalui pembelajaran inovatif berbasis lesson study. Jurnal Inovasi Pembelajaran, 5(1). Retrieved from http://ejournal.umm.ac.id/index.php/jinop
Nulfita, I. M. (2014). Implementasi pendekatan saintifik dan karakter dalam pembelajaran sains menyongsong generasi emas Indonesia. Prosiding Seminar Nasional Pendidikan Sains (SNPS), 1–7. Surakarta. Retrieved from http://jurnal.fkip.uns.ac.id/index.php/snps/article/view/4939
Nurhikmayati, I. (2019). Efektivitas bahan ajar berbasis saintifik untuk meningkatkan kemampuan berpikir kritis ssiwa. Jurnal THEOREMS (The Original Research of Mathematics), 3(2), 124–133. https://doi.org/10.31949/th.v3i2.1171
Purwanto, A., Pramono, R., Asbari, M., Budi Santoso, P., Mayesti Wijayanti, L., Chi Hyun, C., & Setyowati Putri, R. (2020). Studi eksploratif dampak pandemi COVID-19 terhadap proses pembelajaran online di sekolah dasar. Journal of Education, Psychologi and Counseling, 2(1), 1–12.
Sholihah, D. A., & Mahmudi, A. (2015). Keefektifan experiential learning pembelajaran Matematika MTs materi bangun ruang sisi datar. Jurnal Riset Pendidikan Matematika, 2(2), 175. https://doi.org/10.21831/jrpm.v2i2.7332
Siregar, E. dan H. N. (2011). Teori Belajar dan Pembelajaran (A. Jamaludin, ed.). Bogor : Penerbit Ghalia Indonesia.
Wyk, M. M. van. (2012). The Effects of the STAD-Cooperative Learning Method on Student Achievement, Attitude and Motivation in Economics Education. Journal of Social Sciences, 33(2), 261–270. https://doi.org/10.1080/09718923.2012.11893104
Wyk, M. M. Van. (2010). Do student teams achievement divisions enhance economic literacy? An quasi-experimental design. Journal of Social Sciences, 23(2), 83–89. https://doi.org/10.1080/09718923.2010.11892815
Yücel, Ü. A. I., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers and Education, 97, 31–48. https://doi.org/10.1016/j.compedu.2016.02.015
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Dyah Ayu Dwi Sutanti, Ima Wahyu Putri Utami, Elia Rovi Luddi Anofa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
