Article Sidebar

Download
PDF
Statistic
Read Counter : 588 Download : 527

Downloads

Download data is not yet available.

Main Article Content

Abstract

The research objective was to determine how much influence the application of the Student Teams Achievement Divisions has on student achivement and understanding of the consept student learning material. This research uses the Action Research method which is carried out in two cycles, in each cycle carrying out the planning, application, observation, and reflection stages. The subjects of this research were 25 students of class V MIM 1 Bumirejo. The data analysis technique uses descriptive quantitative and data obtained from the test. The result showed the level of attainment of student learning completeness information in cycle 1 was 44%, in cycle 2 it was 84 %, meaning that the application of the Student Teams Achievement Divisions type of cooperative learning model increased by 40%. In the description of the test results for understanding the concept of learning materials based on the achievement of the KKM, students experienced a significant increase in the concept of learning material.

Keywords

Student Teams Achievement Divisions Learning Achievement

Article Details

References

  1. Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
  2. Arikunto, S. (2016). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
  3. Ernawita, R. S. (2018). Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division Terhadap Motivasi Belajar Peserta Didik Di SMAN 8 Banda Aceh. Jurnal Pendidikan Sains Indonesia, 06(01), 9–16.
  4. Esminarto, Sukowati, Nur Suryowati, K. A. (2016). Implementasi Model STAD dalam Meningkatkan Hasil Belajar Siwa. BRILIANT: Jurnal Riset Dan Konseptua, 1(1), 16–23.
  5. Itsnaini, F. T., & Suryanti. (2018). Efektivitas Model Pembelajaran Kooperatif STAD (Student Team Achievement Division) Pada Hasil Belajar IPA Siswa dalam Materi pada Tema 2 Subtema 2 Pembelajaran 1 Kelas IV di SDN Gading VIII/ 554 Surabaya. Jurnal PGSD, 6(10), 1876–1885.
  6. Khumaeroh, F. N., Sunarya, D. T., & Panjaitan, R. L. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Student Team Achievement Division ( Stad ) Dengan Menggunakan Metode Generating Interaction Between Schemata and Text ( Gist ) Untuk Meningkatkan Kemampuan Membandingkan Isi Dua Teks. Jurnal Pena Ilmiah, 1.
  7. Rochmatin, & Gunansyah, G. (2014). Penerapan Model Pembelajaran Kooperatif Tipe STAD Meningkatkan Hasil Belajar Siswa dalam Pembelajaran IPS Kelas IV. Jurnal PGSD, 02(03).
  8. Shabir, M. U. (2015). Kedudukan Guru Sebagai Pendidik: (Tugas dan Tanggung Jawab, Hak dan Kewajiban, dan Kompetensi Guru). Auladuna, 2(2), 221–232.
  9. Slavin, R. E. (2017). Cooperative Learning Teori Riset dan Praktik. Bandung: Nusa Media.
  10. Wardana, I., Banggali, T., & Husain, H. (2017). Penerapan Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) untuk Meningkatan Hasil Belajar Siswa Kelas XI IPA Avogadro SMA Negeri 2 Pangkajene (Studi pada Materi Asam Basa). Jurnal Chemica, 18(1), 76–84.