scholarly journals ENHANCING LEARNERS’ INTRINSIC MOTIVATION USING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) IN MULTICULTURAL CLASSROOMS OF SOUTH AFRICA

2021 ◽  
pp. 167-184
Author(s):  
Charles Sechaba Masoabi ◽  
◽  
Greggory Alexander ◽  
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
South African ◽  
Learning Context ◽  
Student Teams ◽  
Learning Technique ◽  
Closing The Gap ◽  
The Subject ◽  
Multicultural School ◽  
Gathering Data

This chapter is drawn from a PhD study that employedStudent Team’sAchievement Divisions as a learning technique to enhance learners’ intrinsic motivation inTechnology Education within a South African multicultural school. The authors over the years observed learners’ actions, and interactions in Technology classes and realised that some of the learners find it difficult to engage in behaviour that arises within themselves -an aspect known as intrinsic motivation. Most learners in the Technology class, registered no concerns in obtaining low scores or failing the subject. However, a minority of the learner population obtained high achievement scores and maintained interest throughout lessons. This study explored the development of the ZPD in a cooperative learning context. The authorsusedSTAD, as a cooperative learning technique, in motivating learners intrinsically to increase their participation in class activities. The study explored STAD in1) closing the gap between pedagogy and content knowledge, and 2) intrinsically motivating learners to develop high levels of achievement in the subject of Technology. This study employed the Bricolage design in gathering data from two Grade eight Technology classes over a six-month period. The findings indicated that the learning environment cultivated learners’ development, curiosity, and positive attitude toward Technology.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN MENGGUNAKAN HANDOUT TERHADAP HASIL BELAJAR SISWA SEKOLAH MENENGAH ATAS NEGERI 1 KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 81
Author(s):  
Feby Julianti ◽  
Lisa Utami
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Senior High School ◽  
Final Test ◽  
Model Learning ◽  
Student Teams ◽  
Final Data ◽  
The Subject

AbstractThis research is based on the low outcomes of class XI students on their chemistry subject. Therefore, the experiment research by pretest and posttest to discover the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using Handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis is conducted. The subject of this research is the students of class XI Mia in 2015-2016 year by using 2 classroom samples: XI Mia 1 (exsperiment) dan XI Mia 4 (control). The data was collected by using observation, initial test (homogeneity), final test (pretest and postest), and documentation. To discover the effect of the model on learning outcomes, the formula of Kp is applied. The effect differences are analyzed by t-test sampel related. The analysis result of initial and final data is t-counting = 2.325 and t-table = 1,68 in the significant rate of 5%. The value of t-counting > t-table, therefore, Ho is rejected and Ha is accepted. This shows that there is the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis by the effect as much as 7.8%.  Key words:      Learning outcomes, model learning model of STAD, salt hydrolysis 

PENINGKATAN PEMAHAMAN KONSEP KONVERSI SATUAN LUAS MELALUI MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS

2021 ◽  
Author(s):  
Ris Tanti
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Test Data ◽  
Learning Model ◽  
Story Telling ◽  
Student Teams ◽  
The Subject ◽  
Written Test ◽  
Unit Conversion ◽  
Planning Action

The aims of this study was to improve output comprehension concept vast unit conversion using an cooperative learning model with type Student Teams Achievement Divisions (STAD). The kind of this study was action class research (ACR), teacher as a learning executor then student as a learning observer. This study used 2 cycle action class. Every cycle consisted of four stage that is planning, action implementation, observation and evaluation. This study was held on even semester, on February. The subject of this study was student at VI Mina class SD Islam Al Azhar 17 Bintaro consist of 35 students. The data obtained from observation, interviewed and written test. Data analysis used descriptive and presented in a table. The study indicated increase comprehension concept vast unit conversion of student. The first cycle showed 63% student’s score above Minimum Completeness Criteria (MCC), then on second cycle the student’s score increased up to 100% above MCC. Accordingly, cooperative learning model Student Teams Achievement Division (STAD) application can improve comprehension concept vast unit in math story telling question.

scholarly journals Peningkatkan Hasil Belajar Matematika Melalui Model Student Teams Achievement Division

2020 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Elisabeth A. Sumampouw ◽  
Kosmas Sobon
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Action Observation ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Student Activity ◽  
Teacher Student ◽  
Student Teams ◽  
Gathering Data ◽  
Planning Action

The purpose of this study was to describe the application of cooperative learning type of student achivement division (STAD) on mathematics subject and to improve student aktivity and student learning result  in  mathematics learning on fifth grade of elementary school. This research  was classroom action reasearch conducted in two cycles. Each cycle consists of two meetings and each meeting consists of planning, action, observation, and reflection. The subjects of this reasearch were students at fifth grade of SD Negeri 25 Manado. There were 18 students as subjects of research.  The technique of gathering data was using test, observation and documentation.  The results showed that: (1) student activity in the first cycle 258.15 score or gain I 64,54% with the criteria was active enough and in second cycle obtained 303, 65 score or 75.91% with active criteria; (2) student learning result in the first cycle 44% and the second cycle 83%. Suggestions in this study was may the teacher have more creative by using learning media (audio or visual) to improve skill of teacher, student activity and learning result of student. Penelitian ini memiliki tujuan untuk menguraikan penerapan pembelajaran kooperatif model Student Teams Achievement Division (STAD) pada mata pelajaran matematika demi peningkatan aktivitas siswa dan hasil belajar di kelas V SD. Penelitian ini merupakan penelitian tindakan kelas (PTK) terdiri dari dua siklus. Setiap siklus terdiri dari dua pertemuan dan setiap pertemuan terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Adapun alur langkah-langkah PTK yang digunakan adalah langkah-langkah menurut Stephen Kemmis Robin Mctaggart Subyek dalam penelitian ini adalah siswa kelas V SD Negeri 25 Manado. Adapun jumlah siswa yang ada adalah 18 siswa. Teknik pengumpulan data menggunakan tes, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1) aktivitas siswa pada siklus I memperoleh skor 258,15 atau 64,54% dengan kriteria cukup aktif dan pada siklus II memperoleh skor 303,65 atau 75,91% dengan kriteria aktif; (2) hasil belajar siswa pada siklus I sebesar 44% dan siklus II sebesar 83 %. Sedangkan yang menjadi saran yang diberikan adalah: hendaknya guru lebih kreatif dalam menggunakan media pembelajaran yang ada (baik audio maupun visual dst.) demi meningkatkan keterampilan mengajar, aktivitas siswa dan  hasil belajar siswa.

“Improving The Students’ Writing Narrative Text by Applying Cooperative Learning Type Student Teams Achievement Divisions (STAD)”

2019 ◽  
Vol 2 (4) ◽  
pp. 588
Author(s):  
Enry Pratama Poetra ◽  
Devi Sansan Gustiana ◽  
Iman Santoso
Keyword(s):  
Cooperative Learning ◽  
Narrative Text ◽  
Teaching Writing ◽  
Learning Approach ◽  
Text Data ◽  
Student Teams ◽  
Tenth Grade ◽  
The Subject ◽  
The Difference ◽  
Generic Structures

This research aimed to analyze the student teams achievement divisions (STAD) technique of cooperative learning approach to improve writing narrative text. This study was a quantitative method and pre-experimental design in this research,the subject of the study was implemented in RPL 1 class tenth grade students of SMK Mahardhika Batujajar west Bandung in the 2018- 2019 academic years as sample. The data were obtained from several sources including the data analysis of pretestand posttest, then the dataanalysis of descriptive statistics and N-Gain. The results of this reserach that student teams achievement division(STAD) technique is effective in teaching writing narrative text data from classroom observation and students texts show the improvement in students writing skill in writing narrative text. The students write a good narrative text with clear generic structures and can understood the linguistic. It could be seen from the average of posttest results was 78.87 and the data avarege of pretest results in class research was 41.17 the difference score pretest and postest showed the STAD technique can improve students ability writing narrative text.Key Words: Cooperative Learning, STAD, Writing, Narrative text.

scholarly journals PAKOM APLIKASICOOPERATIVE LEARNING UNTUK PEMBELAJARAN BAHASA INGGRIS DI SMA DAN SMK MUHAMMADIYAH SE-SURAKARTA

Warta LPM ◽  
2016 ◽  
Vol 18 (2) ◽  
pp. 118-125
Author(s):  
Muamaroh Muamaroh
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
English Teachers ◽  
Learning Method ◽  
Teaching Techniques ◽  
Team Games ◽  
Student Teams ◽  
The Subject ◽  
English Classroom

The objective of this community serves is to give a workshop to English teachers using cooperative learning method in particular the techniques of Student Teams Achievement Division (STAD), Team-Games-Tournaments (TGT) andJigsaw STAD. This activity is also to enhance the quality of teachers in language teaching method in the class. Cooperative learning is teaching method using small group which provide students to help each other to discuss and understand lessons given by their teacher. The subject of this activity is English teachers of Muhammadiyah Senior High Schools, and Muhammadiyah Vocational schools in Surakarta. The output of this activity is participants understand and master the techniques that trained to them during the workshop. The teachers perceived that this activity is positive and very beneficial for them. They intended to implement those teaching techniques in their real English classroom.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP SISWA (Studi Kuasi Eksperimen pada Mata Pelajaran Ekonomi kelas X di SMA Negeri 27 Bandung)

2017 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Yudho Ramafrizal
Keyword(s):  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Student Teams ◽  
Group Data ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
The Subject ◽  
Written Test ◽  
Expository Teaching

This study aimed to determine the differences in concept comprehension ability of student who received expository method with cooperative learning model type STAD (student Teams Achievment Division) on the subject of economy.             The method used is a quasi-experimental method, the study subjects consisted of two classes of class X1 (control Group) and X2 (experiment group). Data was collected through observation and written test given to the student. Data processing is performed by t-test (paired-sample t-test) and the independent sample t-test using SPSS 21 application.             Based on the result of the study showed that the model of cooperative learning type STAD can improve students’ ability to comprehension concept. Increased ability to comprehension concept student using cooperative learning type STAD model is higher than the increase in comprehension concept ability of student using expository teaching methods.

DIFFERENCES BETWEEN THE EFFECTIVENESS OF COOPERATIVE LEARNING METHOD, STAD ( STUDENT ACHIEVEMENT DIVISION TEAMS ) METHOD, LECTURES IN THE MIDWIFERY SECOND SEMESTER STUDENTS OF MIDWIFERY STIKES MITRA ADIGUNA PALEMBANG IN THE ACADEMIC YEAR 2012-2013

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuli Bahriah Yuli Bahriah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Cross Sectional ◽  
Group Design ◽  
Student Teams ◽  
The Subject ◽  
Academic Year

ABSTRACT   The role of education is very important for quality life and national betterment. This requires change, and renewal in all aspects that can affect the success of education such as curriculum, facilities , teachers , students , and teaching methods . The application of learning methods to suit the subject and the subject matter is one way to help improve the quality of learning outcomes  characterized by better performance or GPA. The objective of this research was to identify differences in the effectiveness of cooperative learning techniques STAD ( Student Teams Achievement Division ) and lectures as seen  on their learning outcomes of  the second semester students of D - III Midwifery Program, STIKES Adiguna Palembang in the academic year 2012 – 2013. This research used a survey, the analytical approach and the cross- sectional design, and randomized pretest - posttest with control group design. The t test resulted in the p value of 0.017 < ɑ 0.05 meaning that there was a difference in the learning outcomes when STAD and lecture techniques were applied. This research recommends lectures of Midwifery Program to select more effective teaching method.     ABSTRAK   Peran pendidikan sangat penting bagi kualitas kehidupan bangsa. Oleh karena itu perlu dilakukan perbaikan, perubahan dan pembaharuan dalam segala aspek yang dapat mempengaruhi keberhasilan pendidikan yang meliputi, kurikulum, sarana dan prasarana, guru, siswa serta metode pengajarannya. Penerapan metode pembelajaran yang sesuai dengan mata pelajaran dan materi pelajaran adalah salah satu cara untuk membantu meningkatkan kualitas hasil belajar yang ditandai adanya perubahan indeks prestasi dari para peserta didik kearah yang lebih baik. Tujuan penelitian adalah untuk mengetahui perbedaan efektifitas metode pembelajaran kooperatif teknik STAD (Student Teams Achievement Divisions) dengan metode ceramah terhadap hasil belajar Asuhan Kebidanan I pada mahasiswi semester II D-III Kebidanan STIKES Mitra Adiguna Palembang Tahun Akademik 2012-2013. Ruang lingkup penelitian di STIKES Mitra Adiguna Palembang Tahun Akademik 2012-2013 dengan sasaran penelitian adalah mahasiswi semester II Program Studi D-III Kebidanan. Metode penelitian yang digunakan adalah survei analitik dengan menggunakan pendekatan cross sectional dan desain penelitian ini menggunakan desain penelitian eksperimen sungguhan dengan rancangan penelitian randomized pretest-postest with control group design. Hasil yang diperoleh dari uji statistik t-test didapatkan (p value = 0,017 < α 0,05), ada perbedaan antara hasil belajar model pembelajaran STAD dengan hasil belajar metode pembelajaran ceramah pada mahasiswi semester II D-III Kebidanan STIKES Mitra Adiguna Palembang Tahun Akademik 2012-2013. Saran hasil penelitian diharapkan dapat menjadi bahan masukkan bagi pihak pendidikan Program Studi D-III Kebidanan dalam memilih metode pembelajaran yang efektif dalam meningkatkan hasil belajar mahasiswi.    

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