Pengaruh Penerapan Pembelajaran Kooperatif Tipe Stad Terhadap Kemampuan Pemecahan Masalah Matematika

Abstract

This study aims to determine the effect of the Type STAD Cooperative Learning model on mathematical problem solving abilities. The data collection technique was obtained by means of a test in the form of description questions and documentation in the form of a list of student names. The research instrument used was 3 pre-test and post-test questions. The data analysis technique used is the normality test, homogeneity, t test with the technique of paired samples t-test and independent t-test. The results showed that, the paired sample t-test on the problem solving ability before and after treatment with STAD obtained an average value of 50.29 to 83.71 with a significance of 0.000 <0.05. This means that the students' scores before and after STAD learning have differences in the average mathematical problem solving abilities. Based on the results of the paired sample t-test on the ability to solve mathematical problems before and after treatment using conventional learning models, the average value was 44.57 to 75.79 with a significance of 0.000 <0.05. This means that there is a significant increase before and after conventional learning. Based on the results of the independent samples t-test, the mean values were 83.71 and 75.79 with a significance value of 0.009 <0.05. This means that there is a difference in the average problem-solving ability of students in STAD learning with students in conventional learning. It can be concluded that the STAD type of cooperative learning model has an effect on students' problem solving abilities in mathematics.

The Comparison of Students’ Mathematical Problem Solving Ability through Students Teams Achievement Division (STAD) and Problem Based Learning (PBL)

“…The STAD Learning Model emphasizes active learning activities for students. Dewi et al, (2021) revealed that STAD is one of several cooperative learning models that build active student activities in learning. Student activity in the STAD model in learning for three meetings is presented in the figure below:…”

“…Suriyani (2019) stated the effect of the STAD model on the MPSA of junior high school students. There was an increase in student MPSA after applying the STAD learning model (Dewi et al, 2021). There are differences in student MPSA in the STAD and Think Pair Share (TPS) models, where the PSA in the STAD model is higher than the TPS (Syafrida & Simanjuntak, 2017).…”

“…Problem-solving ability (PSA) is expressed as the ability of students to understand, plan, and solve the problems they face through appropriate strategies (Nur & Palobo, 2018;Utami & Wutsqa, 2017;Cahyani & Setyawati, 2016). By understanding the problem-solving stages, students will find it easier to solve both easy questions and moderate to more complex ones (Dewi et al, 2021). Through problemsolving activities, problems in non-routine problems, finding patterns, communicating ideas, concluding, etc., become easy to develop (Mariam et al, 2019).…”

“…The STAD learning model is the simplest cooperative learning model (Dewi et al, 2021). STAD is a learning model that positions students into heterogeneous groups based on academic ability, gender, and ethnicity (Tambunan et al, 2020).…”

Mathematical Problem Solving Ability in Cooperative Learning Type Student Teams Achievement Division (STAD)

“…The results of the study show that there is an increase in students' problem solving abilities before and after the implementation of STAD learning (Dewi et al, 2021). The STAD type cooperative learning model will improve students' ability to solve mathematical problems because this learning emphasizes group work so that students more easily accept the material presented by the teacher.…”