Penerapan Model Student Teams Achievement Division Untuk Meningkatkan Hasil Belajar Dan Kreativitas Belajar Ekonomi

Sinaga, Dearlina

doi:10.21831/cp.v35i3.10518

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…Tujuan utama STAD yaitu mendorong siswanya untuk saling memberikan dukungan satu sama lain serta memfasilitasi sehingga dapat menguasai pembelajaran. Jika siswa ingin timnya mendapatkan penghargaan, mereka perlu mendukung anggota timnya dan memberikan kemampuan yang terbaik untuk menunjukkan bahwa pembelajaran itu bermanfaat dan menyenangkan, dimulai dengan membandingkan setiap jawaban, mendiskusikan ketidaksepakatan, dan memfasilitasi satu sama lain agar dapat menguasai pembelajaran (Nisa & Sari, 2019) siswa, dengan tujuan meningkatkan motivasi belajar siswa dan juga meningkatkan pengetahuan dan penguasaan topik (Sinaga, 2016). Selain itu, (Anggraini & Sapir, 2018) model pembelajaran ini memungkinkan siswa untuk dapat memberikan pengalaman sosialnya, karena siswa bertanggung jawab untuk mereka sendiri serta rekan-rekannya, dan tugas bersama mereka salah keberhasilan kelompoknya.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Student Team Achievement Division (STAD) terhadap Hasil Belajar serta Kemampuan Berpikir Kritis Siswa

Ningsih

Wulandari²

2022

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Tujuan pelaksanaan penelitian ini adalah untuk melihat apakah model pembelajaran STAD memiliki pengaruh pada hasil belajar dan juga kemampuan berpikir kritis siswa. Dalam penelitian ini memanfaatkan jenis penelitian eksperimen dengan metode Quasi-Experimental Design dan juga desain Non-equivalent Control Group Design. Kemudian, teknik pengumpulan data yang dipergunakan adalah tes, observasi, dan dokumentasi. Sebanyak 35 siswa pada kelas XII OTKP 1 dijadikan sebagai subjek. Teknik analisis data yang dimanfaatkan meliputi: (1) analisa soal; (2) uji normalitas; (3) uji homogenitas; (4) uji hipotesis. Dari hasil penelitian tes pada hasil belajar siswa menunjukkan thitung 4,224 > ttabel 1,994 dan memiliki nilai signifikansi 0,000 < 0,05 dengan hasil belajar post-test siswa kelompok eksperimen yaitu 88,34 dan kelompok kontrol sebesar 66,41 sehingga diketahui jika model pembelajaran STAD berpengaruh pada hasil belajar. Kemudian pada kemampuan berpikir kritis siswa menunjukkan thitung 4,455 > ttabel 1,994 dan memiliki nilai signifikansi 0,000 < 0,05 dan dengan post-test kemampuan berpikir kritis kelompok eksperimen yaitu 82,97 dan kelompok kontrol sebesar 67,55 sehingga dapat diketahui jika model pembelajaran STAD berpengaruh juga pada kemampuan berpikir kritis.

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Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Student Team Achievement Division (STAD) terhadap Hasil Belajar serta Kemampuan Berpikir Kritis Siswa

Ningsih

Wulandari²

2022

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“…These categories are listed in Table 1. Finally, data on learning outcomes through the pretest in the pre-cycle phase and posttest in the cycle-1 and cycle-2 phase were also analyzed quantitatively using the following formula (Sinaga, 2016): Average value = As for the criteria used in determining student learning success, researchers use a range of values listed in Table 2 (Munandar, 2009).…”

Section: Interval Distance (I) =mentioning

confidence: 99%

Active Reconnecting Learning Strategies to Increase Student Interest and Active Learning

Wijaya

Darmawan²,

Setiana

et al. 2021

Indones. J. Instr. Media Model.

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The main issue of education in the last few decades is the efforts and solutions in improving the quality of teaching and learning. In this case, the teacher’s steps are to conduct classroom action research, which is a form of a bottom-up approach in improving the quality of education. This action research introduces active reconnecting learning strategies for increasing student interest and learning activities. The CAR design includes three stages, namely the pre-cycle, cycle 1, and Cycle 2. Some of the instruments used in this study are checklist observation sheets, questionnaires, and learning outcomes tests, which are then analyzed using quantitative approaches. The results showed that this strategy was proven to improve student learning outcomes, interests, and activeness. Student learning interest increased from 59.35 to 65.5 in cycle 1 and 80.5 in cycle 2. Likewise, student learning activeness observations increased with the highest percentage on one indicator from 25% (pre-cycle) to 80% and 90% (cycle 1 and 2). Student learning outcomes have also increased from an average grade of 60 in the pre-cycle phase to 74.25 (cycle 1). And it rose again to 80 in cycle 2.

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“…Teachers' creativity is important for themselves and the organization (school) where they work [4]. A teaching and learning process requires many dimensions of creativity in its interactions [5]. In addition, Narayanan argued that creativity is the art of producing new ideas, approaches, or acts.…”

Section: Introductionmentioning

confidence: 99%

Organizational climate and quality of work-life in the creativity of teachers

Ahmad

Suryadi

Matin

et al. 2023

IJERE

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<span lang="EN-US">This study analyzed the effect of organizational climate and quality of work-life on teachers’ creativity throughout state vocational high schools in Serang, Indonesia during the COVID-19 pandemic. This work involved 164 civil servant teachers in state vocational high schools in Serang, Indonesia as the sample. As the major analysis tool, we used a multiple linear regression model. The hypothesis test used the t-test and f-test. The study revealed that: i) Organizational climate positively and significantly influenced the civil servant teachers’ creativity amid the COVID-19 pandemic with a significance value of .000 (α<.005); ii) The quality of work-life also had a positive and significant effect on the teachers’ creativity during this difficult situation has significance value of .000 (α<.005); and iii) The quality of their work influenced both organizational climate and the creativity of state vocational high school teachers living in Serang, Indonesia, with a determination coefficient of .861 or 86.1% during the pandemic.</span>

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Penerapan Model Student Teams Achievement Division Untuk Meningkatkan Hasil Belajar Dan Kreativitas Belajar Ekonomi

Cited by 3 publications

References 1 publication

Pengaruh Model Pembelajaran Student Team Achievement Division (STAD) terhadap Hasil Belajar serta Kemampuan Berpikir Kritis Siswa

Pengaruh Model Pembelajaran Student Team Achievement Division (STAD) terhadap Hasil Belajar serta Kemampuan Berpikir Kritis Siswa

Active Reconnecting Learning Strategies to Increase Student Interest and Active Learning

Organizational climate and quality of work-life in the creativity of teachers

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