Implementasi Metode Pembelajaran Kooperatif Tipe STAD dalam Meningkatkan Sikap Toleransi dan Hasil Belajar Siswa
Abstract views: 1044
,
PDF downloads: 1000
Abstract
The purpose of this article is to find out how the role of the implementation of the STAD (Student Teams Achievements Divisions) cooperative learning method is to increase student tolerance. And whether the STAD Cooperative learning method can improve student learning outcomes, especially in Social Science subjects. This research method is Classroom Action Research (CAR). This research consisted of two cycles, and each cycle consisted of four stages, namely: planning, implementation, observation, and reflection. The subjects of this study consisted of 64 students of class VIII B and C at SMPN 02 Ponorogo. Data collection methods used include questionnaire data, observation sheet data and student worksheets. Based on the results of the study, it was obtained data that the results of the questionnaire related to student tolerance resulted in an increase of 48.44% in the comparison of Cycle I and Cycle II. This increase was also strengthened by data obtained from the results of the observation sheet related to the tolerance level of students which also showed an increase of 15.63%. Furthermore, the results of research related to the increase in learning outcomes obtained from student worksheets showed an increase of 31.25%. The conclusion of this study shows that the implementation of the STAD type cooperative learning method can increase students' tolerance attitude, as evidenced by questionnaires and observation sheets, while an increase in student learning outcomes can be proven by student worksheets.
Downloads
References
Bhat, S. (2020). Collaborative learning for outcome based engineering education: A lean thinking approach. In Procedia Computer Science (Vol. 172, pp. 927–936). https://doi.org/10.1016/j.procs.2020.05.134
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’ reading comprehension. System, 38(1), 96–108. https://doi.org/10.1016/j.system.2009.12.009
Kesuma, A. T. (2013). Menyusun PTK Itu Gampang (PT. Gelora).
Khan, G. N. (2011). Effect of student’s team achievement division (STAD) on academic achievement of students. Asian Social Science, 7(12), 211–215. https://doi.org/10.5539/ass.v7n12p211
McAlphine, L. (2000). Collaborative Learning Online. Collaborative Learning Online, 21(1), 66–80. https://doi.org/http://dx.doi.org/10.1080/0158791000210105
Neli Laa, Winata, H., & Meilani, R. I. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division Terhadap Minat Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran, 2(2), 139. https://doi.org/https://doi.org/10.17509/jpm.v2i2.8115.
Prabowo, S. A. (2015). The effectiveness of scientific based learning towards science process skill mastery of PGSD students. Indonesian Journal of Science Education, 4(1), 15–19. https://doi.org/10.1.1.695.3353&rep=rep1&type=pdf
Prayitno, B. A. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266–277. https://api.elsevier.com/content/abstract/scopus_id/85018683057
Priansa, J. D. (2014). Juni Donni Priansa. Pustaka Setia.
Slavin, R. E. (2008). Cooperative Learning : Teori, Riset Dan Praktik. Nusa Media.
Suhardjono Suharsimi Arikunto. (2017). Penelitian Tindakan Kelas. Edited by Suryani. Revisi. PT Bumi Aksara.
Tiantong, M. (2013). Student team achievement divisions (STAD) technique through the moodle to enhance learning achievement. International Education Studies, 6(4), 85–92. https://doi.org/10.5539/ies.v6n4p85
Trilling, B., & Fadel, C. (2009). 21 st Century skills: Learning in a Web 2.0 World. Solution Tree Press.
Vaughan, W. (2002). Effects of cooperative learning on achievement and attitude among students of color. Journal of Educational Research, 95(6), 359–364. https://doi.org/10.1080/00220670209596610
Copyright (c) 2022 ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial operates an Open Access policy under a Creative Commons Non-Commercial 4.0 International license. Authors who publish with this journal agree to the following terms:
- The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher with licensed under a
- Journal is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Journal is permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
- Here is Copyright Transfer Form that author can download and send to OJS during submission.
