Penerapan Model Pembelajaran Kooperatif Tipe Stad Dalam Meningkatkan Kemampuan Menulis Karya Ilmiah Di Masa Pandemi Covid-19

Abstract

The purpose of this research is to improve students' scientific writing skills or abilities through the STAD type of cooperative learning mode. This type of research is classroom action research or what is often referred to as classroom action research. The subjects in this study were students of the Indonesian Language and Literature Education Study Program, Hasyim Asy'ari University, totaling 20 people. The data collection technique used in this classroom action research is through observation, tests, interviews and documentation. The result of this research is the finding of an increase in the results of writing scientific papers in cycle II by using the STAD (Student Teams-Achievement Divisions) cooperative learning model.Keyword: Scientific Writing, Cooperative Learning Model, Student Teams-Achievement Divisions. AbstrakTujuan penelitian ini yaitu untuk meningkatkan keterampilanatau kemampuan menulis karya ilmiah mahasiswa melalui mode pembelajaran kooperatif tipe STAD. Jenis penelitian ini adalah penelitian tindakan kelas atau yang sering disebut dengan Classroom Action Research. Subjek pada penelitian ini yaitu mahasiswa prodi S1 Pendidikan Bahasa dan Sastra Indonesia Universitas Hasyim Asy’ari yang berjumlah 20 orang. Teknik pengumpulan data yang digunakan dalam penelitian tindakan kelas ini yaitu dilakukan melalui observasi, tes, wawancara dan dokumentasi. Hasil Penelitian ini adalah ditemukan peningkatan hasil menulis karya ilmiah pada siklus II dengan menggunakan model pembelajaran kooperatif tipe STAD (Student Teams-Achievement Divisions).Kata Kunci: Menulis Karya Ilmiah, Model Pembelajaran Kooperatif, Student Teams-Achievement Divisions.

Education Acceleration System (Acceleration) at Muhammadiyah Sapen Elementary School Yogyakarta

“…Research findings show that students who take accelerated programs show consistency in their academic achievement over the next few years, indicating that these programs can have a continuous positive impact on improving student achievement. Meta-analysis research by Fadhilasari and Septiyani (2022) also provides strong support for the effectiveness of accelerated programs in Primary Schools. By collecting and analyzing data from a variety of previous studies involving accelerated programs, the researchers found that these programs consistently corresponded to increased academic achievement and student creativity potential.…”