The Implementation of STAD learning model to improve students' learning outcomes
DOI:
https://doi.org/10.30862/jri.v4i1.317Keywords:
Biology students, learning outcomes, STAD learningAbstract
The aim of the research was to decide the implementation of the Student Teams Achievement Division (STAD) learning model on the learning outcomes of students in class VII-A at State Junior High School 10 Manokwari. This was a classroom action research that used 16 students from class VII-A as subjects. This research consists of 2 cycles. Each cycle has four stages: Planning, Action Implementation, Observation and Reflection. The results showed that in cycle 1 the average percentage of student learning outcomes reached 63,75, in cycle 1 only 7 students obtained the criteria for completion with a percentage of 43,75% and 9 students who obtained the criteria for incomplete with a percentage of 56,25%. While in cycle 2 the average student learning outcomes have reached 79,37, in cycle 2 who obtained the complete criteria were 15 students with a percentage of 93,75% and only 1 student who obtained the incomplete criteria with a percentage of 6,25%. The research conclude that student learning outcomes can be improved by implementing the STAD learning model.
References
Agustyaningrum, N., Pradanti, P., & Yuliana. (2022). Teori perkembangan Piaget dan Vygotsky : Bagaimana Implikasinya dalam pembelajaran matematika sekolah dasar? Jurnal Absis: Jurnal Pendidikan Matematika Dan Matematika, 5(1), 568–582. https://doi.org/10.30606/absis.v5i1.1440
Anggara, A., & Rakimahwati, R. (2021). Pengaruh model quantum learning terhadap aktivitas dan hasil belajar peserta didik dalam pembelajaran tematik di sekolah dasar. Jurnal Basicedu, 5(5), 3020–3026. https://jbasic.org/index.php/basicedu/article/view/1265
Anisensia, T., Bito, G. S., & Wali, M. (2020). Penerapan model pembelajaran kooperatif tipe STAD untuk meningkatkan hasil belajar matematika pada siswa kelas V SDI Blidit Kabupaten Sikka. Prima Magistra: Jurnal Ilmiah Kependidikan, 1(1), 61–69. https://doi.org/10.37478/jpm.v1i1.351
Annisa, F., & Marlina, M. (2019). Penerapan model pembelajaran kooperatif tipe index card match terhadap aktivitas dan hasil belajar matematika peserta didik. Jurnal Basicedu, 3(4), 1047–1054. https://doi.org/10.31004/basicedu.v3i4.209
Atsani, L. G. M. Z., & Hadisaputra, P. (2024). Promoting harmony and renewal: The transformation of peace education within the islamic education curriculum. Journal of Research in Instructional, 4(1), 1–11. https://doi.org/10.30862/jri.v4i1.303
Baransano, A. Y., Yohanita, A. M., & Damopolii, I. (2017). Penerapan model pembelajaran picture and picture untuk meningkatkan hasil belajar biologi siswa kelas XI IPA SMA YABT Manokwari. Prosiding Seminar Nasional MIPA II Universitas Papua Tahun 2017, 273–280.
Damopolii, I., Botutihe, V. T., & Nunaki, J. H. (2019). The contribution of science process skill towards students cognitive achievement through guided inquiry-based learning. Journal of Physics: Conference Series, 1317, 012184. https://doi.org/10.1088/1742-6596/1317/1/012184
Fadhilatunisa, D., Fakhri, M. M., & Rosidah, R. (2020). Pengaruh blended learning terhadap aktivitas belajar dan hasil belajar mahasiswa akuntansi. Jurnal Pendidikan Akuntansi Indonesia, 18(2), 93–106. https://doi.org/10.21831/jpai.v18i2.35345
Gonibala, A., Latjompoh, M., & Ahmad, J. (2024). Meaning learning model: Implementation, activities and responses of science students. Journal of Research in Instructional, 4(1), 49–58. https://doi.org/10.30862/jri.v4i1.321
Gunawan, A. I., Nurtiyasari, D., & Sukiyanto, S. (2022). The development of STAD cooperative learning tools to improve student learning outcomes on sequences and series topic. Jurnal Pendidikan Matematika (Kudus), 5(1), 53. https://doi.org/10.21043/jpmk.v5i1.14056
Jumini, J. (2022). Flipped classroom dalam pembelajaran matematika sebagai alternatif blended learning: Sebuah kajian literatur. Idealmathedu: Indonesian Digital Journal of Mathematics and Education, 9(1), 51–62. https://doi.org/10.53717/idealmathedu.v9i1.329
Kaharuddin, A., & Liasambu, L. (2019). Penerapan model STAD dalam meningkatkan hasil belajar dan aktivitas siswa SMP. Jurnal Pendidikan Matematika Raflesia, 4(2), 29–37. https://doi.org/10.33449/jpmr.v4i2.9750
Mardizal, J., & Tarmizi, M. (2021). Efforts to improve student learning outcomes by applying the STAD-type cooperative learning model. Jurnal Inovasi Penelitian, 2(6), 1677–1684. https://doi.org/10.47492/jip.v2i6.958
Mirzuandi, A., Abdurrahmansyah, A., & Nazaruddin, N. (2024). Strategy for improving teacher pedagogic competence through ummi method certification at SD Islam Al Alifah Palembang. Journal of Research in Instructional, 4(1), 12–26. https://doi.org/10.30862/jri.v4i1.294
Nasir, N. I. R. F., Arifin, S., & Damopolii, I. (2023). The analysis of primary school student’s motivation toward science learning. Journal of Research in Instructional, 3(2), 258–270. https://doi.org/10.30862/jri.v3i2.281
Nasir, N. I. R. F., Damopolii, I., & Nunaki, J. H. (2020). Pengaruh pembelajaran inkuiri terhadap level berpikir siswa SMA. Bioilmi: Jurnal Pendidikan, 6(2), 112–119. https://doi.org/10.19109/bioilmi.v6i2.6948
Novianti, A., Bentri, A., & Zikri, A. (2020). Pengaruh penerapan model problem based learning (PBL) terhadap aktivitas dan hasil belajar siswa pada pembelajaran tematik terpadu di sekolah dasar. Jurnal Basicedu, 4(1), 194–202. https://doi.org/10.31004/basicedu.v4i1.323
Nur Syamsu, F., Rahmawati, I., & Suyitno, S. (2019). Keefektifan model pembelajaran STAD terhadap hasil belajar matematika materi bangun ruang. International Journal of Elementary Education, 3(3), 344. https://doi.org/10.23887/ijee.v3i3.19450
Pujiastuti, H., & Fitriani, E. (2021). The effect of learning activities and disciplines on students' mathematics learning outcomes. Math Didactic: Jurnal Pendidikan Matematika, 7(3), 195-204. https://doi.org/10.33654/math.v7i3.1351.
Putri, F. E., Amelia, F., & Gusmania, Y. (2019). Hubungan antara gaya belajar dan keaktifan belajar matematika terhadap hasil belajar siswa. Edumatika: Jurnal Riset Pendidikan Matematika, 2(2), 83. https://doi.org/10.32939/ejrpm.v2i2.406
Roosyanti, A., & Suryarini, D. Y. (2024). Science problem solving in elementary schools through the application of project-based learning. Journal of Research in Instructional, 4(1), 27–38. https://doi.org/10.30862/jri.v4i1.278
Safitri, M., Aziz, M. R., Wangge, M. C. T., Jalal, N. M., Louk, M. J. H., Budiana, I., Ratnaningsih, P. W., Tambunan, H., & Damopolii, N. (2021). Model pembelajaran inovatif. Media Sains Indonesia.
Sirait, S. H. K., Kurniawan, R. P., Jeni, J., & Damopolii, I. (2022). Motivasi belajar biologi siswa selama pandemi. Journal on Teacher Education, 3(2), 112–119. https://doi.org/10.31004/jote.v3i2.3203
Suardiana, I. M. (2021). Penerapan model pembelajaran kooperatif tipe STAD untuk meningkatkan hasil belajar matematika. Journal of Education Action Research, 5(3), 176–186. https://doi.org/10.23887/jear.v5i3.34677
Welerubun, R. C., Wambrauw, H. L., Jeni, J., Wolo, D., & Damopolii, I. (2022). Contextual teaching and learning in learning environmental pollution: The effect on student learning outcomes. Prima Magistra: Jurnal Ilmiah Kependidikan, 3(1), 106–115. https://doi.org/10.37478/jpm.v3i1.1487
Werimon, S., Damopolii, I., & Nunaki, J. H. (2017). Pengaruh model pembelajaran STAD dipadu media pembelajaran komik materi sistem pencernaan manusia terhadap hasil belajar siswa. Jurnal Eksakta Pendidikan (JEP), 1(2), 33–40. https://doi.org/10.24036/jep.v1i2.52
Winanti, D. E. (2022). Penerapan model pembelajaran kooperatif tipe STAD untuk meningkatkan hasil belajar IPS pada siswa kelas V. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 10(2), 434. https://doi.org/10.20961/jkc.v10i2.65759
Yomaki, E. K., Nunaki, J. H., Jeni, J., Mergwar, S. D. I., & Damopolii, I. (2023). Flipbook based on problem-based learning: Its development to bolster student critical thinking skills. AIP Conference Proceedings, 020022. https://doi.org/10.1063/5.0126212
Yunita, S., Susilawati, S., Riniawati, R., & Fajriah, ustika N. (2023). Exploring college students’ technostress phenomenon in using ed-tech. Journal of Research in Instructional, 3(2), 242–257. https://doi.org/10.30862/jri.v3i2.280
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Rolina Wati Sirait, Silvia Hanna Kusuma Sirait, Jeni Jeni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
