Student Teams-Achievement-Divisions (STAD)

Student Team Achievement Division (STAD) is a cooperative-learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. This study was conducted to have empirical evidence about the effectiveness of STAD in Mathematics classroom at Secondary level. 10 th class students equally divided into two sections on the basis of teacher-made pretest scores were taken as sample of the study. Data analysis revealed that both the experimental (N=28) and the control groups (N=25) were almost equal in mathematical base at the beginning of the experiment. The classroom observation indicated that the students of experimental group were engaged in learning at a higher level as compared to the counterpart students of control group. Furthermore, the experimental group outscored significantly the control group on posttest showing the obvious supremacy of cooperative learning over traditional method of teaching. On retention test, again the experimental group was a little bit superior in achievement but there was no significant difference between the mean scores of the experimental and the control groups. Hence, ultimate result of the study indicated that STAD (Student Team Achievement Division) was more effective instructional paradigm for mathematics as compared to the traditional method of teaching. Due to its provision for higher learning engagement, it proved to be an active learning strategy.

Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Reviews of the research, however, have focused either on the entire literature which includes research conducted in non-educational settings or have included only a ...

The aim of this research is to investigate the effect of Student Teams-Achievement Divisions (STAD) technique used within the cooperative learning method on the academic achievement of the university students during the laboratory lesson. In this research, experimental research design with pre-test and post-test control groups was used. The research was conducted with a work group of 52 students from the 3 rd grade of Fırat Universtiy, Department of Education, Field of Science and Technology Education in Elazığ, Turkey, during Fall Semester 2014-2015. The study was designed with one study and one control group. Academic Success Test (AST) was used for data collection during the study. The pre-test and post-test scores of experimental and control groups from AST were analyzed by using t-test. According to the results of the AST pre-test and post-test for research groups, significant difference between pre-test and post-test scores of control and experimental group students was observed.

Cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. Reviews of the research, however, have focused either on the entire literature which includes research conducted in noneducational settings or have included only a

The literature review will include the development of cooperative learning (CL) and in-depth review on one of its derived teaching strategies, Student Team Achievement Division (STAD). It will highlight the emergence of STAD, major issues, debates, and recent investigations regarding its effectiveness, achievability, and practicability. The conclusion of this literature review provides a participative action inquiry into possible interventions. The literature review is highly relevant to the suggested research interest for some of the theoretical and conceptual frameworks and methodologies are searched and based on the existing STAD
practice and knowledge in these two decades. The areas include the longitudinal and latitudinal review of relevant conceptual framework and methods, which further refine the
newly proposed research questions and enhance their workability and practicability.

Student Team Achievement Division (STAD) is a cooperative-learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. This study was conducted to have empirical evidence about the effectiveness of STAD in Mathematics classroom at Secondary level. 10 th class students equally divided into two sections on the basis of teacher-made pretest scores were taken as sample of the study. Data analysis revealed that both the experimental (N=28) and the control groups (N=25) were almost equal in mathematical base at the beginning of the experiment. The classroom observation indicated that the students of experimental group were engaged in learning at a higher level as compared to the counterpart students of control group. Furthermore, the experimental group outscored significantly the control group on posttest showing the obvious supremacy of cooperative learning over traditional method of teaching. On retention test, again the experimental group was a little bit superior in achievement but there was no significant difference between the mean scores of the experimental and the control groups. Hence, ultimate result of the study indicated that STAD (Student Team Achievement Division) was more effective instructional paradigm for mathematics as compared to the traditional method of teaching. Due to its provision for higher learning engagement, it proved to be an active learning strategy.

BAB I PENDAHULUAN 1.1 Rasional Pendidikan merupakan hal yang sangat penting bagi semua negara di dunia, karena pendidikan merupakan faktor penentu dalam kemajuan suatu negara. Menurut studi Bank Dunia tahun 2000 yang telah disarikan oleh Sukmadinata, dkk (dalam Daryanto dan Muljo Raharjo, 2012) yang menyatakan bahwa kemajuan suatu negara sangat ditentukan oleh empat faktor utama yaitu iinovation and creativity, networking, technology, dan natural resources. Dilihat dari hal tersebut maka sumber daya manusia merupakan faktor yang strategis dan memiliki peran yang cukup besar. Dapat diartikan pula bahwa sumber daya manusia memiliki kemampuan dalam mengembangkan inovasi dan kreatifitas, membangun jaringan kerjasama, mengembangkan dan mendayagunakan teknologi, mengelola dan mengembangkan sumber daya yang dimiliki. Memberikan pendidikan merupakan langkah awal bagi suatu negara dalam mempersiapkan sumber daya manusia yang berkualitas. Dengan adanya suatu pendidikan, kualitas sumber daya manusia dapat terjamin sehingga tidak menutup kemungkinan kemajuan suatu negara akan tercapai. Di Indonesia pendidikan juga diangggap sebagai kebutuhan bagi setiap warganya. Bahkan adanya suatu pendidikan itu sudah diatur pada Undang-undang Dasar 1945 pasal 31 dari hasil amandemen ke IV yang mengatakan bahwa setiap warga negara berhak mendapatkan pendidikan. Negara Indonesia telah menjamin adanya pendidikan bagi setiap warganya. Selain itu adanya pendidikan juga tersurat dalam pembukaan undang -undang dasar 1945 pada alenia ke 4 yang menyatakan "...untuk memajukan kesejahteraan umum, mencerdaskan kehidupan bangsa, dan ikut melaksanakan ketertiban dunia...". Di Indonesia pelaksanaan pendidikan nasional memiliki suatu fungsi untuk mengembangkan kemampuan dan membentuk watak serta peradaban yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Pendidikan tersebut bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta Model Pembelajaran Kooperatif STAD 1

This research investigated whether there was a significant difference on students' achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students' reading comprehension achievement.

This study investigated the effects of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC) cooperative learning models on reading achievement and vocabulary learning of Iranian learners of English. 132 female Language learners of EFL participated in the study at National Iran English Language (NIEL) institute in Takestan. The four experimental groups were taught in cooperative learning for one semester with methods of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC), the control groups were taught in a non-cooperative method. Data collected through reading comprehension and vocabulary post-tests were analyzed using four one-way ANOVA procedures. The results indicated that the cooperative learning model CIRC had statistically significant effects on reading comprehension and vocabulary learning, particularly for elementary EFL learners.

Abstrak: Penerapan Student Team Achievement Division (STAD) Dipadi Mind Mapping Untuk Meningkatkan Motivasi dan Hasil Belajar Pada Mata Kuliah Biologi Umum. Penelitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar mahasiswa melalui penerapan model pembelajaran STAD yang dipadu dengan Mind Mapping. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus, dan masing-masing siklus dua pertemuan dengan lima tahapan. Hasil penelitian ini menunjukkan penerapan model STAD dipadu dengan mind map dapat (1) Meningkatkan motivasi belajar mahasiswa, ditunjukkan dengan peningkatan Attention sebesar 5,1%, Relevance meningkat sebesar 4,4%, Confidence meningkat sebesar 8,9% dan Satisfaction meningkat sebesar 6,6% (2) Hasil belajar mahasiswa pada matakuliah biologi umum meningkat sebesar 5,9%. Simpulan penelitian ini adalah penerapan STAD dipadu dengan Mind Mapping cocok untuk diterapkan pada mata kuliah biologi umum dan dapat meningkatkan motivasi dan hasil belajar mahasiswa.

The study determined the effects of Jigsaw and Students’ Team Achievement Division (STAD) cooperative learning strategies on the achievements of secondary school biology students in Wamba LGA of Nasarawa state of Nigeria. The research adopted the non randomized, pretest – posttest control group quasi experimental design. Data were collected from a sample of 188 students comprising of 95 boys and 93 girls from 6 randomly selected schools. A 30 item instrument called Biology Students Achievement Test (BSAT) developed by the researchers with a reliability coefficient of 0.84 using Kuder-Richardson formula 21 was used for data collection.  The schools were grouped into 3 with 2 schools per group and assigned randomly into 1 control and 2 experimental groups.  The control was taught using the Lecture method while cooperative learning strategies were used in experimental groups. Data collected were analyzed using Mean, Standard deviation to answer the research question and ANCOVA and Pairewise test at 0.05 level of significance to test the hypothesis. The result shows that there is a significant difference between the mean achievement of students taught using lecture and cooperative learning strategies; STAD was found to be superior to Jigsaw strategy. It was recommended that teachers should use the STAD strategy in teaching and that seminar, workshops and conferences should be organized to train teachers. The curriculum should be reviewed to reflect the method while book writers should be encouraged to incorporate the method in their books.

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATERI POKOK LINGKARAN TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA ( Penelitian Terhadap Siswa Kelas VIII SMP Terpadu Riyadlul 'Ulum Tasikmalaya Tahun Ajaran 2012/2013) A. Latar Belakang Masalah Dalam kehidupan suatu Negara, pendidikan memegang peranan yang sangat penting untuk menjamin kelangsungan hidup Negara dan bangsa, karena pendidikan merupakan wahana untuk meningkatkan dan mengembangkan kualitas sumber daya manusia. Sumber daya manusia yang diharapkan adalah yang menguasai ilmu pengetahuan dan teknologi agar dapat memperoleh banyak informasi dengan cepat dan mudah dari berbagai sumber. Dengan demikian diperlukan kemampuan pemikiran yang kritis, sistematis, logis, kreatif, dan kemampuan bekerja sama yang efektif. Cara berfikir seperti ini dapat dikembangkan melalui belajar matematika. Tujuan belajar matematika ini lebih terfokus pada kemampuan siswa yang tercermin dalam berpikir kritis, logis, sistematis dan memiliki sifat objektif serta disiplin dalam memecahkan suatu permasalahan matematika. Menurut Gagne (Ruseffendi, E.T. 2006:335) "Pemecahan masalah adalah tipe belajar yang tingkatnya paling tinggi dan kompleks dibandingkan dengan tipe belajar

This study investigated the effects of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC) cooperative learning models on reading achievement and vocabulary learning of Iranian learners of English. 132 female Language learners of EFL participated in the study at National Iran English Language (NIEL) institute in Takestan. The four experimental groups were taught in cooperative learning for one semester with methods of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC), the control groups were taught in a non-cooperative method. Data collected through reading comprehension and vocabulary post-tests were analyzed using four one-way ANOVA procedures. The results indicated that the cooperative learning model CIRC had statistically significant effects on reading comprehension and vocabulary learning, particularly for elementary EFL learners.

The purpose of this research are to reviewing: degree of student activity, degree of student problem solving, and degree of creativity student problem solving, on learning use STAD with problem posing model aid two dimentional figure puzzle. This research use descriptive with quantitative approximation. Object of this research is STAD with problem posing model aid two dimentional figure puzzle on rectangular and triangle. Obtained data rources from result of observation student activity and result individual tes for problem solving and creativity student problem solving. The result showing that learning of STAD with problem posing model aid two dimentional figure puzzle is : student activity included in the high category with percentage 71,1 %, the percentage of student problem solving is 43,56% or included in middle category , and creativity of student problem solving included in the middle category with percentage 40,3 %,.

Student Teams Achievement Divisions (STAD) is one of the simplest and most extensively researched
form of cooperative learning technique. This paper reported the impact of a STAD on students’ performances in
economic literacy. Results showed that the experimental group had a 16.13 score increased from the pretest to
posttest compared to the control group. The experimental group, which were exposed to STAD, had a statistically
significant increased in economic literacy levels compared to the control group.

Using survey data we investigate the impact of GPA on students’ preferences for classroom group work and its structure. Topics range from general attitudes and beliefs (benefits to grades, impact on mastery of material, professors’ motives) to administration (group composition, grading, peer reviews, group leadership). It is hypothesized that students act as GPA maximizers (prefer higher grades if holding all else equal) and therefore high achievers would answer many of the questions differently than low achievers. Regression results suggest that, generally, GPA better explains survey results for non-business majors than for business majors.

Student Teams-Achievement Divisions (STAD) is a Cooperative Learning (CL) strategy that requires learners to work together in small groups to comprehend the given material. The current study is a review of the past studies on STAD’s effects in different areas of language in an EFL context. Initially, 39 studies were selected for the review. After applying the inclusion and exclusion criteria of selecting the more recent, relevant and generalizable ones, seventeen studies were identified. Though the review was not limited to quantitative studies, most of the review studies that came in focus are quantitative. The review suggests that most of the previous studies found support for the use of STAD. However, in some previous studies, STAD could not prove better or worse than the traditional teaching method, and in some studies, other CL strategies outperformed STAD. The study concludes that STAD is an effective teaching strategy, but it may have different results in different contexts, subjects, and participants. The study has opened many areas in the field of CL for future researchers to explain and explore the use of STAD and other CL strategies in EFL and ESL contexts.

Abstrak Tujuan penelitian ini adalah untuk meningkatkan hasil belajar servis atas permainan bolavoli melalui model pembelajaran STAD. Penelitian ini menggunakan Penelitian Tindakan Kelas model Kemmis & McTaggart dengan tahapan-tahapan sebagai berikut: Perencanaan (plan), Pelaksanaan tindakan (action), Pengamatan (observe), Perbaikan atau refleksi (reflect). Subjek dalam penelitian ini siswa kelas X1 SMA Negeri 1 Kediri dengan jumlah 24 siswa laki-laki dan 16 siswa perempuan, instrumen yang digunakan dalam penelitian ini adalah lembar observasi servis atas bolavoli. Data hasil unjuk kerja servis atas bolavoli siklus I dan test siklus II, hasil ditentukan berdasarkan ketuntasan individu, ketuntasan klasikal. rerata kemampuan siswa. Peningkatan prosentase ketuntasan belajar siklus pertama ke siklus kedua yaitu sebesar 46,925%. Hasil penelitian ini dapat disimpulan bahwa penerapan model belajar kooperatif Student Team Archievement Division (STAD) efektif untuk meningkatkan hasil belajar servis atas bolavoli pada siswa kelas X.1 SMA Negeri 1 Kediri. Abstract The purpose of this study was to improve learning outcomes for volleyball service service through the STAD learning model. This research uses the Action Research model of Kemmis & McTaggart with the following stages: Planning, implementation of action, observation, repair or reflection. The subjects in this study were students of class X1 SMA Negeri 1 Kediri with a total of 24 male students and 16 female students, the instrument used in this study was the volleyball service observation sheet. Data on service performance results for volleyball cycle I and cycle II test, the results are determined based on individual completeness, classical completeness. students' average ability. The increase in the percentage of learning completeness from the first cycle to the second cycle was 46.925%. The results of this study can be concluded that the application of the cooperative learning model Student Team Achievement Division (STAD) is effective in improving learning outcomes for volleyball service in class X.1 students of SMA Negeri 1 Kediri.

This study compared the efficacy of three methods of cooperative learning (Student Teams Achievement Divisions - Jigsaw- Learning Together) on social skills in second grade (Junior High School) female students who were studying in third region of Tabriz city the sample consisted of 97 students in four classes which were selected by random multi-stage cluster sampling method; three classes as experimental groups and one class as control group. during the eight sessions, each experimental group followed one of the methods of cooperative learning and the control group followed the current teaching method. to gathering data, the scale of matson evaluation of social skills with youngsters in two stages, before and after the sessions, and to data analyzsis anova and tukey were used based on the findings of this study in comparison of the efficacy of three methods of cooperative learning on social skills, none of the differences between the means of experimental groups was not significant. in comparison the mean scores of experimental groups with the control group, the mean difference between the experimental groups A (Student Teams Achievement Divisions) and B (Jigsaw) with the control group, respectively, at the level of )0.01( and )0.05( are significant. but the mean difference between the experimental group C (Learning Together) and control group at any of these levels is not significant. In other words, the results showed there is difference between of these three methods to effect on social skills

Economics education focuses on the teaching and learning of Economics as a subject. It encompasses the content to be taught (what), the methods of teaching (how), the evaluation of those methods (why), and information of general interest to teachers of Economics from elementary through to graduate school level. This paper investigates the effectiveness of the pedagogic method of the student teams' achievement divisions (STAD) as a cooperative learning and teaching strategy as compared to the direct-instructional method in building the economic knowledge of grade 10 learners at secondary schools in the Free State. Data was collected from 229 grade 10 Economics learners and eight teachers at secondary schools in the Free State. Teachers used both STAD and direct instruction by teaching the topic, 'Contemporary Economics Issues', from the Economics curriculum of the Curriculum and Assessment Policy Statement (CAPS). Learners completed a forty-response-item multiple-choice q...

Kualitas suatu pendidikan sangat berpengaruh terhadap kualitas suatu bangsa. Hal itu menyebabkan pendidikan menjadi upaya untuk mempersiapkan sumber daya manusia yang memiliki keterampilan serta keahlian sesuai bidangnya. Metode pembelajaran menjadi salah satu komponen yang penting dalam proses pembelajaran. (Djamarah, 2006:48). Proses pembelajaran yang dimaksud adalah sebuah rangkaian kegiatan yang didalamnya terjadi interaksi satu sama lain antara pendidik dan siswa untuk mencapai tujuan belajar (Rustaman, 2001:461). Upaya yang bisa dilakukan untuk meingkatkan keaktifan siswa dalam proses pembelajaran adalah dengan memberlakukan model pembelajaran kooperatif dengan metode Student Teams Achievment divison (STAD). Hal ini diperkuat dengan adanya peningkatan hasil belajar dalam kelas yang menggunakan model kooperatif metode STAD dalam mata kuliah RAB. (A ilmi, T Iriani, A Neolaka, 2012) Model Pembelajaran Kooperatif Ada beberapa model pembelajaran yang bisa digunakan, diantaranya adalah model pembelajaran kooperatif. Zakaria dan Iksan (2007) menyatakan. Belajar kooperatif adalah model belajar dimana siswa berada

Based on my experience of teaching the material of branch control structure, it is found that the condition of the students is less active causing the low activity of the students on the attitude assessment during the learning process on the material of the branch control structure i.e. 2 students 6.45% percentage of good activity and 29 students percentage 93.55% enough and less activity. Then from the low activity resulted in low student learning outcomes based on a daily re-examination of branch control material, only 8 students 26% percentage reached KKM and 23 students 74% percent did not reach KKM. The purpose of this research is to increase the activity and learning outcomes of students of class X TKJ B SMK Muhammadiyah 1 Banjarmasin after applying STAD type cooperative learning model on the material of branch control structure. The research method used is Classroom Action Research. The study was conducted two cycles with six meetings. The subjects of this study were students of class X TKJ B with a total of 31 students consisting of 23 men and 8 women. The object of this study is the activity and student learning outcomes. Data collection techniques used are test and observation techniques. Data analysis technique used is a percentage and mean. The results of this study indicate that: an increase in activity and learning outcomes of students on the basic programming learning material branch control structure after applying STAD type cooperative learning model.

Penelitian ini bertujuan untuk mengetahui perbandingan pengaruh teknik pengelompokan terhadap manfaat pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD). Teknik pengelompokan yang akan diperbandingkan adalah teknik pengelompokan umum dan fuzzy k-means clustering. STAD dipilih peneliti karena pengelompokan di dalam STAD yang harus mengakomodir ketersebaran kemampuan kognitif, jenis kelamin, latar belakang sosial dan ekonomi. Dalam penelitian ini, yang dimaksud dengan manfaat pembelajaran kooperatif tipe STAD adalah pencapaian akademik, penerimaan akan keberagaman, dan perkembangan kemampuan sosial. Model penelitian ini adalah penelitian semu dengan penentuan populasi dan pengambilan sampel dengan cara purposive sampling method. Instrumen peneliti adalah kuesioner untuk meneliti penerimaan akan keberagaman dan perkembangan kemampuan sosial yang dikembangkan sendiri dan terbukti valid dan reliabel dengan uji Kolmogorov-Smirnov. Pencapaian akademik diteliti melalui hasil ulangan yang diberikan oleh guru rekan peneliti. Data yang dianalisis adalah selisih antara post test dan pre test masing-masing responden untuk setiap peubah terikat yang diteliti. Analisis untuk pencapaian akademik menggunakan uji Mann-Whitney U, sedangkan analisis untuk penerimaan akan keberagaman dan perkembangan kemampuan sosial menggunakan uji nilai t pada dua sampel independen dengan terlebih dahulu menguji kesamaan variansi data dengan uji Levene. Hasil analisis penelitian menunjukkan bahwa teknik pengelompokan umum memberi pengaruh yang sama dengan fuzzy k-means clustering terhadap pencapaian akademik, penerimaan akan keberagaman, dan perkembangan kemampuan sosial pada pembelajaran kooperatif tipe STAD.

Scholars in student learning have shown a growing interest in using Student Teams Achievement Divisions (STAD) as a cooperative learning technique in classroom teaching. Although being recognized as highly effective to L2 acquisition, a few participatory action researches have been implemented to provide interventions for the existing STAD practice. This study explores the effects of STAD on student achievement, attitude and motivation in an elite school in HK by means of a one-year of participative action research with data collected using a multi-method process, which emphasizes the iterations between defining the issues, developing solutions, and evaluating.

Penelitian ini bertujuan untuk mengetahui adanya perbedaan hasil belajar Fisika materi pokok Gaya antara peserta didik yang pembelajarannya menggunakan model pembelajaran Guided Inquiry dengan peserta didik yang pembelajarannya menggunakan model pembelajaran STAD, dan juga untuk mengetahui model manakah di antara model pembelajaran Guided Inquiry dan STAD yang memberikan hasil belajar Fisika yang lebih baik.

Objective of this research is to motivated 6th grade of Pete Seyegan state elementary school to learn math. The subject of this research were 33 students of 6th grade, 8 of them are girl and 25 of them are boys. And the object was application of STAD cooperative method. Reason of this research by the student who often didn’t do their homework (PR), not interested in study, math is difficult and boring. Instrument that be use in this research are teacher activity, Discussion, pre-score, quiz score, individual progress score, and team summary. From the result of classroom action research can be concluded that application of STAD cooperative method go in a good manner, student become active and creative, learning become fun with result that motivate 6th grade grade of Pete Seyegan state elementary school. The result of the first cycle test 75.09, the result increased to 82.12 in second cycle.

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving s...

This research investigated whether there was a significant difference on students' achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students' reading comprehension achievement.

Abstrak

Penelitian ini dilatar belakangi pada kenyataan  bahwa sebagian besar siswa kelas X-10 SMAN 1 merasa kesulitan belajar fisika. Hasil belajar fisika masih bawah nilai KKM 78. Beberapa metode pembelajaran telah diterapkan namun tidak menunjukkan peningkatan hasil belajar yang signifikan. Rendahnya hasil belajar fisika disebabkan karena kurang motivasi dan semangat belajar untuk menguasai materi. Untuk meningkatkan penguasaan Kompetensi Dasar yang diharapkan perlu diterapkan Metode yang lebih menuntut aktivitas, kelompok. Dengan menerapkan metode COOL-STAD (Cooperative Learning Student Teams Achievement Divisions) diharapkan mampu menumbuhkan kenyamanan dalam kerja kelompok, sehingga hasil belajar fisika siswa menjadi lebih baik.
Pembelajaran COOL-STAD merupakan Pembelajaran Kooperatif yang pada dasarnya adalah belajar bersama dalam kelompok, sehingga dalam proses belajar perlu adanya penekanan pada kerja kelompok, yang pada akhirnya siswa tetap berkompetisi untuk menjadi yang terbaik.
Penelitian tindakan ini bertujuan untuk membuktikan bahwa dengan menerapkan metode pembelajaran Cooperative STAD dapat meningkatkan hasil belajar fisika pada siswa.
Metode penelitian mengacu pada langkah-langkah menurut Kemmis dan Mc.Taggart yang terdiri dari Perencanaan, Observasi, dan Refleksi. Data dianalisis denan statistik deskriptif.
Hasil penelitian menunjukkan, pada setiap siklus terjadi peningkatan pada rerata hasil belajar, jumlah siswa mencapai nilai di atas KKM dan ketuntasan belajar secara klasikal. Hal ini sangat mendukung tujuan dari penelitian ini sehingga mengarah pada kesimpulan bahwa metode pembelajaran Cooperative STAD dapat meningkatkan hasil belajar fisika pada siswa kelas X-10 SMAN 1 Denpasar pada semester 2 tahun pelajaran 2012/2013.

Kata Kunci: Pembelajaran Cool-Stad, Hasil Belajar.