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Development of STAD cooperative based learning set assisted with animation media to enhanche students’ learning outcome in MTS
Abstract
This study aimed to develop a coooperatvive learning set (lesson plan, students’ worksheet, and its evaluation) which is assisted with animation media to enhanche students’ learning outcome. The development of the learning set used 4D model, which had been tested to 30 students of grade VII at Roudlotun Nasyiin Mojokerto in even semester of academic year 2015/2016. The research was conducted by one group psretest-posttes design. Then, data was descriptive-qualitatively analyzed. The results of this study is as follow 1) Learning set validity is in valid category, 2) Practicability of the learning set is shown by implementatively qualified lesson plan and students’ activity, 3) The effectiveness was judged from the raise of learning outcome. Conclusion of this study is that the cooperative based learning set assisted with animation media is proper and can be used to enhance students’ learning outcome.
... STAD learning in practice requires a long time, students who cannot work together in groups will be left behind from other students (Zubaidillah et al., 2016). The same thing was revealed by Motwani et al., (2022) that team competition-oriented STAD learning has an impact on low student learning outcomes. ...
... The guided inquiry learning model has the weakness of low achieving students having difficulty following the learning process because of limited initial knowledge and lack of discipline (Cahaya et al., 2020;Palupi et al., 2020;Putra et al., 2018). In contrast to inquiry which has the advantage of being able to make up for the lack of STAD, for example when teachers and students are both carrying out the learning process it can show increased motivation; students are motivated to learn, increase curiosity and creativity, teachers are motivated to help students to develop themselves (Zubaidillah et al., 2016). ...
The main problem in this study is that many students still rely on memorisation without understanding the concepts deeply, so their ability to plan, monitor and evaluate learning is less developed. In addition, conventional learning models that are often applied in schools tend to provide less opportunity for students to develop metacognitive skills optimally. Therefore, innovation is needed in learning models that can encourage students to think critically and reflect on their learning process. The purpose of this study was to determine the effect of STAD, guided inquiry, and combined STAD and guided inquiry learning models on the metacognitive skills of high school students in Ternate, Indonesia. The research used a quantitative method with a quasi-experimental nonequivalent control group design. The sample consisted of 92 active students in the even semester, selected through purposive sampling. In addition, metacognitive skills were measured using rubrics integrated with test questions. The results showed that the STAD learning model, guided inquiry and a combination of STAD and guided inquiry learning models can improve students' metacognitive skills with a value of Fhitung = 9.317. In addition, the use of STAD learning model, guided inquiry, and the combination of both models showed better metacognitive skills compared to the use of conventional methods. The conclusion of this research is that the learning model applied affects metacognition skills. The combination of STAD and guided inquiry learning models showed the highest achievement of metacognition skills compared to guided inquiry, STAD, and conventional learning models. However, the STAD and guided inquiry learning models showed the effect of metacognition scores that were not significantly different.
... Media mampu mendeskripsikan dengan jelas tentang benda yang sukar diamati secara langsung sehingga peserta didik mampu membangun materi pembelajaran dari pemikiran rumit menjadi lebih sederhana (Astatin, 2016& Yektyastuti, 2016. Media pembelajaran memberikan peranan yang besar dalam pembelajaran diantaranya pembelajaran menjadi lebih interaktif, menarik, waktu belajar lebih efisien, dan pembelajaran dapat dilakukan dimana saja dan kapan saja (Kumalasani, 2018, Mahbub, 2016, & Suprianto, 2019. Media pembelajaran menjadi suatu alat motivasi peserta didik untuk meningkatkan minat dalam belajar sehingga hasil belajar dapat dicapai dengan baik (Herianto, 2017). ...
... (2-tailed) < 0,05 sehingga terdapat perbedaan hasil belajar antara peserta didik kelas kontrol dan eksperimen, efektifitas media pembelajaran IPA berbantuan software Focusky dengan kategori sedang terhadap hasil belajar peserta didik berdasarkan hasil besarnya effect size adalah 0,6. Hasil yang didapatkan relevan dengan penelitian yang dilakukan oleh Mahbub (2016) yaitu penggunaan media animasi berbasis STAD mampu memberikan stimulus kepada peserta didik untuk terlibat secara aktif dalam kegiatan belajar, serta dapat melatih peserta didik untuk memahami suatu konsep sehingga hasil belajar dapat tercapai dengan baik. ...
Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan media pembelajaran IPA berbantuan software Focusky pada materi radiasi terhadap hasil belajar peserta didik kelas VII di SMPN 1 Pogalan. Responden dalam penelitian ini sebanyak 25 peserta didik pada tahun ajaran 2021/2022. Metode penelitian yang digunakan adalah eksperimen dengan rancangan Pretest-Posttest Control Group Design. Teknik pengumpulan data menggunakan teknik tes yaitu soal pretest dan posttest. Teknik analisis data dalam penelitian ini adalah uji normalitas, uji homogenitas, uji Independent Sample T Test dengan SPSS 16, serta effect size. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol berdasarkan hasil uji Independent Sample T Test yang dilihat dari sig (2-tailed) sebesar 0,298 dan nilai tersebut kurang dari 0,05, sedangkan efektifitas media pembelajaran IPA diperoleh dari nilai effect size yaitu 0,6 dengan kategori sedang.
... Media online tersebut, seperti Youtube, Whatsapp, dan Google Classroom [10], Media pembelajaran merupakan alat komunikasi yang berfungsi untuk meningkatkan efektivitas pembelajaran [11]. Hadirnya media pembelajaran dapat memudahkan peserta didik dalam memahami materi yang diajarkan, menumbuhkan motivasi belajar serta meningkatkan hasil belajar menjadi lebih baik [12], [13]. Merujuk dari hasl tersebut, maka tujuan utama dari penelitian ini adalah untuk menganalisis penggunaan media online dalam mendukung keterlaksanaan pembelajaran di Universitas Bhinneka PGRI. ...
... Handayani [15] mengungkapkan bahwa fitur-fitur pada Google Classroom seperti: create assignment, create topic, create question, dan reuse post juga dianggap sebagai alasan media ini disukai. Zubaidillah mengungkapkan bahwa media pembelajaran merupakan komponen penting untuk mendukung kesuksesan proses belajar mengajar [12]. Kehadiran media tidak hanya bermanfaat bagi peserta didik untuk memudahkan mereka dalam memahami materi, namun juga bagi pengajar. ...
... Pada rumpun IPA di tingkat Sekolah Menengah Atas (SMA), penelitian menggunakan model pendekatan CTL tipe kooperatif STAD pernah diujicobakan pada mata pelajaran kimia oleh Zubaidillah et al. (2016) yang mengembangkan set pembelajaran koooperatif (rencana pelajaran, lembar kerja siswa, dan evaluasinya) dibantu dengan media animasi untuk meningkatkan hasil belajar siswa. ...
Studi baru tentang penerapan pendekatan Contextual Teaching and Learning (CTL ) dalam tatanan kooperatif tipe STAD terhadap pengaruh minat belajar siswa pada mata pelajaran fisika. Pendekatan CTL mengaitkan antara materi pelajaran dengan situasi di sekitarnya, dan keunggulan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dapat memotivasi siswa untuk saling mendukung dan membantu satu sama lain dalam menguasai materi pelajaran. Motivasi sangat erat hubungannya dengan unsur minat. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pendekatan CTL terhadap minat belajar fisika Kelas XI IPA 1 MAN 1 Siak pada pokok bahasan Kalor. Untuk mendapatkan data minat belajar siswa, peneliti menggunakan instrumen berupa angket, observasi dan dokumentasi. Data yang telah diperoleh dianalisis dengan menggunakan analisis statistik deskriptif. Hasilnya, pada Siklus 1 persentase ketercapaian siswa hanya 54,5%, tidak sesuai dengan harapan. Sedangkan pada Siklus 2 persentase ketercapaian minat belajar Fisika siswa meningkat menjadi 90,9%. Berdasarkan hasil uji statistik deskriptif diperoleh nilai untuk pra-tindakan M=70.53; SD=8.17. Dan hasil dengan tindakan M=82.84; SD= 4.13. Dapat disimpulkan bahwa persentase ketercapaian minat belajar Fisika siswa dari Siklus 1 ke Siklus 2 mengalami peningkatan. Application of CTL approach of STAD co-operative type to increase students' interest in learning on heat materialAbstract: A new study on the application of Contextual Teaching and Learning (CTL ) approaches in a STAD-type cooperative setting to influence students' learning interests in physics subjects. The CTL approach relates the subject matter to the surrounding situation, and the advantages of a Student Teams Achievement Division (STAD) type cooperative learning model can motivate students to support each other and help each other master the subject matter. Motivation is very closely related to the element of interest. This study aims to determine the influence of the application of the CTL approach on the interest in learning physics Class XI IPA 1 MAN 1 Siak on the subject of Caloric. To obtain data on students' learning interests, researchers used instruments in the form of questionnaires, observations, and documentation. The data obtained is analyzed using descriptive statistical analysis. As a result, in cycle 1, the percentage of student achievement was only 54.5%, not in line with expectations. Meanwhile, in cycle 2, the percentage of students' interest in physics increased to 90.9%. Based on descriptive statistical test results obtained values for pre-action M=70.53; SD=8.17. And the result with action M=82.84; SD= 4.13. It can be concluded that the percentage of achievement of students studying Physics from cycle 1 to cycle 2 has increased.
... The study found that students in the collaborative learning environment demonstrated a generally high level of creative thinking, consistent with the Philippines' positive trend in creative thinking among students based on the 2015 Global Creativity Index. Similar results were reported by Johnson and Johnson (2014), John and Meera (2014), and Zubaidillah et al. (2016), highlighting students' ability to generate creative ideas in small cooperative groups. Collaborative settings facilitate the free exchange of ideas and exploration of diverse perspectives, leading to innovative solutions. ...
This descriptive correlation study aimed to assess the relationship between students' creative thinking and decision-making and their perceived problem-solving skills in a collaborative learning environment. It involved 85 First Year Sciences Education students from Central Mindanao University, who completed structured survey questionnaires. The results revealed that students' creative thinking is high, while decision-making coping patterns are moderately practiced. In problem-solving skills, students showed "Often Practiced" confidence and a tendency to approach problems rather than avoid them. However, personal control over problems in the collaborative learning environment was moderately high. The Pearson correlation coefficient indicated no significant relationship between creative thinking and problem-solving skills but showed a weak and positively significant relationship between decision-making and perceived problem-solving skills. Understanding these skills' contributions to student success and their impact on real-world problem-solving scenarios is significant. To foster these skills, educators are recommended to use strategies like inquiry-based and open-ended learning to enhance students' creative thinking, decision-making, and problem-solving abilities.
... yang menjelaskan bahwa model pembelajaran Childen Learning In Science.Hasil penelitian yang dilakukan oleh Y.Deliany et al (2019) bahwa hasil penelitian mengenai penerapan multimedia interaktif telah memberikan pengaruh yang signifikan serta efektif dalam pembelajaran. Menurut penelitian yang dilakukan olehMahbub (2016) pembelajaran yang dibantu dengan media animasi yang tepat dapat digunakan untuk meningkatkan hasil belajar siswa. Penelitian yang mendukung tentang penelitian ini adalah penelitian yang telah dilakukan oleh Nugraheni (2018) yang menunjukkan bahwa penggunaan media animasi powerpoint dapat meningkatkan kemampuan siswa dalam mendeskripsikan proses pembentukan bayangan pada peristiwa pemantulan dan pembiasan.Penelitian yang dilakukan olehKhairani et al., (2021) dengan judul penelitian "Analisis Kebutuhan MultimediaInteraktif Perkuliahan E-Learning pada Mata Kuliah Landasan Kependidikan". ...
Pemanfaatan multimedia untuk pembelajaran masih sangat terbatas, pelibatan teknologi dalam dunia pendidikan sudah menjadi kebutuhan. Oleh sebab itu, tujuan dari penelitian ini adalah untuk menguji keefektifan multimedia interaktif terhadap hasil belajar IPA materi sumber energi kelas V SDIT Cahaya Bangsa Semarang. Desain penelitian menggunakan quasi experimental dengan bentuk nonequivalent control group. Teknik pengumpulan data menggunakan tes dan nontes. Teknik pengambilan sampel menggunakan cluster sampling. Analisis uji hipotesis menggunakan uji z, uji t, dan n-gain. Hasil dari uji hipotesis multimedia interaktif lebih efektif dari pada media kelas kontrol dengan ketuntasan belajar mencapai 75% sedangkan kontrol tidak, thitung (2,115) > ttabel (2,018) dan n-gain (0,63) > kontrol (0,42). Simpulan dalam penelitian menunjukkan bahwa multimedia interaktif efektif meningkatkan hasil belajar IPA materi sumber energi.Keywords: Multimedia interaktif, hasil belajar, IPA
... Media pembelajaran adalah alat komunikasi yang dapat menciptakan proses belajar mengajar lebih efektif (Zubaidillah et al., 2016). Media pembelajaran juga salah satu komponen yang memiliki peranan penting saat pembelajaran. ...
The use of learning media in Aisyiyah Tourism Vocational School is still dominant in using printed books and less using mobile-based learning media, so it is felt to be less effective in learning and makes students passive. So the development of Moodle-based Mobile Learning media is necessary for the learning process. The purpose of this research is the development of Moodle-based Mobile Learning in Aisyiyah Tourism Vocational School in the subject of valid Food Ingredients Knowledge. The development method is R&D for education, with the Four-D development model. Data retrieval was carried out by giving instruments to validators of media experts and material experts, data analysis using Aikens V, the research location was Aisyiyah Tourism Vocational School, West Sumatra, class X-cooking class students. The results of research on Moodle-based Mobile Learning learning media as interactive media from product validity tests based on media validation an average of 0.92 is declared "Valid" and material validation is declared "Valid" an average of 0.87, so Moodle-based Mobile Learning learning media is very feasible to be applied in the learning process at the Aisyiyah Tourism Vocational School.
... Media pembelajaran merupakan alat komunikasi guna lebih mengefektifkan proses belajar mengajar (Zubaidillah et al., 2016). Media pembelajaran juga salah satu komponen yang memiliki peranan penting saat pembelajaran. ...
... The low learning outcomes are caused by the selection of learning methods and media used by teachers in the learning process which are very inappropriate and management of learning activities that cannot increase student learning motivation optimally (Gumrowi, 2016). Media is a communication tool to make the teaching and learning process more effective (Mahbub, Kirana, & Poedjiastoeti, 2016). Learning is a communication to convey an idea or the idea of teachers to students (Kuswanto, Yunarti, Lastri, Dapiokta, & Adesti, 2021). ...
... Several previous studies had applied the STAD learning model, including STAD learning, can improve students' scientific literacy (Arisman & Permanasari, 2015), STAD model to find instrumental elements in the saga (Ekawati, 2015), the application of the STAD learning model in Iran (Jahanbakhsh et al., 2019), the implementation of the STAD model in terms of the spatial abilities (Kusuma, 2017), the application of the STAD model in improving learning outcomes (Mahbub et al., 2016), and the application of STAD model in improving writing skills (Suryani& Azlim, 2018). ...
Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.
... It becomes a challenge for teachers as educators, especially in implementing learning by integrating technology [5]. Learning must be able to answer the challenges of the 21st century, one of which is information literacy and ICT literacy, so that students' ICT skills develop, it is necessary to integrate ICT in the learning process [6]; [7] and be able to utilize technology optimally [8]; [9]. ...
The purpose of this study was to analyze the motivation and skills of science teachers' online teaching through online teaching mentoring training in Pekanbaru in the month of May-July 2020. The subject of this descriptive study was the teachers participating in the training. Online training materials include Google classroom, Google form, slides, and videos. The training used the methods of simulation, training, modeling, and production of science teachers' online teaching videos. The research parameters were that five indicators of science teachers' online teaching motivation and ten indicators of skills from 4 aspects, namely the concept of online learning, implementation of Google classroom in learning, modeling of online learning, and online learning video products. Data collection instruments used the Google questionnaire form pretest-posttest and portfolio. Data is presented and analyzed descriptively. The results obtained the average value of teachers' online teaching motivation increased from a mean score of 67.2 (pretest) to 81.8 (posttest) with N-Gain 0.44, which is classified as effective. Teachers' online learning skills increased from a mean score of 55 (pretest) to 78 (posttest) with an N-Gain of 0.56, which is classified as effective. In conclusion, online teaching mentoring training is effective in increasing the motivation and online teaching skills of science teachers during the COVID-19 period in Pekanbaru.
This study aims to develop an interactive electronic school book on blackbody radiation LCDS- based that are valid as self instructional materials to foster students' critical thinking skills. The method used is research and development. The stages of this research are the existing potentials and problems found, information gathering, product design, product validation, final revision of product, and legibility tests and ease of operation. This research instrument is questionnaire. Interactive electronic school book have supporting content that is, user manual, user learning process, video, animation, simulations, and interactive tests. Expert test for product consist of content validation with score 3,36 (very appropriate) and design validation with score 3,45 (very appropriate). Readability of interactive electronic school book on blackbody radiation LCDS- based got score 3,23 with good quality. Ease operated interactive electronic school books on black radiation got a score of 3.28 which means it can be operated independently.
University students become the main target of marketing of information technology developers. Based on the results of a survey with random sampling technique on users of wireless fidelity (wi-fi) service and internet service providers on smartphones, there are 98% of physics students use it and 80% of them actively use it to access various social media. Interactive learning media developed and accessible via smartphone but it is not widely used by lecturers and students yet. There is only 14.3% of lecturers who use e-learning. Virtual Class on e-learning is an online learning environment, in the form of web-based, portal or software. Learning in the real world, every participant both lecturers and students must meet the rules agreed upon during the college contract. One of the strategies to improve the independence of study of physics student is through learning media based on Virtual Class assisted by Google drive. Therefore, it is necessary to develop a lesson that can support conventional learning in the classroom.
Mahasiswa menjadi sasaran utama marketing para pengembang teknologi informasi. Berdasarkan hasil survei yang dilakukan dengan teknik random sampling pada pengguna layanan wifi dan layanan internet provider pada gawai, terdapat 98% mahasiswa fisika menggunakannya dan 80% diantaranya aktif menggunakannya untuk mengakses berbagai media sosial. Media pembelajaran interaktif banyak dikembangkan dan dapat diakses melalui gawai. Akan tetapi, belum banyak digunakan dosen dan mahasiswa, hanya 14,3 % saja dosen yang menggunakan e-learning. Virtual Class pada e-learning merupakan lingkungan belajar online, berupa berbasis web, portal atau software. Pembelajaran di dunia nyata, setiap peserta baik dosen maupun mahasiswa harus memenuhi aturan yang disepakati saat kontrak kuliah. Salah satu strategi untuk meningkatkan kemandirian belajar mahasiswa fisika adalah melalui media pembelajaran berbasis Virtual Class berbantuan Google drive. Oleh karenanya, perlu dikembangkan pembelajaran yang dapat menunjang pembelajaran konvensional di kelas
p>The instructional media used at schools are not maximized. Therefore, researchers developed an internet-based instructional media using Prezi online software. The objectives of this study are: (1) to describe the instructional medium validity using Prezi; (2) to describe the practicality of Prezi medium as an evaluation from students’ questionnaire responses; and (3) to describe the effectiveness of Prezi medium seen from students’ learning outcomes. This media development refers to the KEMP model development. The instruments used were in the form of media validation sheet, student questionnaire responses, and achievement test. The results showed that: (1) the validity of the medium category is very valid; (2) the practicality of the medium is on the very practical category; (3) the effectiveness of the medium is on the effective category. It is concluded that the Online Prezi instructional medium which was developed is eligible for use in learning.
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p>This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD) and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1) there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2) There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3) There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.</p
p>Big Book is an especially characterized storybook that being enlarged, both the text and the pictures and designed as interesting as possible so it could motivate the students in learning the lesson in school. Big Book media in this research was developed based on local wisdom in Baduy as the effort to introduce the local wisdom values in Baduy custom area, so it may grow the love towards the local custom. The benefit of using the local wisdom based Big Book is the teacher can easily interest the students to focus on the story that will be read and make it easier for the students in understanding the material because the contents of the material are related directly to the student’s daily life. From the data that have been gathered, there are 79.7% to learning material expert validation and 83.41% to learning media validation. So, it can be concluded that Big Book media is appropriate to be used in the learning process.</p
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