The Effect of STAD-Type Cooperative Learning Based on a Learning Tool on Critical Thinking Ability in Writing Materials

Abstract

The purpose of this study is to determine the influence of STAD-type cooperative learning based on a learning tool on critical thinking skills in the students' learning outcomes. This study is a 2x3 factor design quasi-experimental one. The data were collected through multiple-choice tests, descriptions, observations, and documents. Multiple-choice tests, explanations, observations, and documents were implemented to collect the data. Using the SPSS16 application, the hypothesis test by two-way ANOVA had a significance level of 5. In relation to the impact of STAD-type co-operatives learning based on learning tools for critical thinking skills in students' outcomes has shown significant values in the areas of cognition, psychomotor, and affective. The cognitive domain score was 0.314, the psychomotor domain score was 0.032, and the affective domain score was 0.038. The results of the test decide that the significance is less than 0.05, namely 0.00 < 0.05. The conclusions of this research are: 1) STAD-type cooperative learning based on a learning tool has a significant effect on critical thinking skills on student psychomotor and affective learning outcomes, 2) students' academic abilities do not affect student learning outcomes.

The Effect of Student Team Achievement Divisions (Stad) Assisted With Audio Visual Media on the Affective Competency of Students on Science Learning in Class Vii Junior High School

“…The findings of Wahyuni (2019) revealed that the application of STAD has an influence on student learning outcomes. In addition, Ghufron's (2023) findings explain that STAD also has a positive effect on students' critical thinking skills.…”

The Relationship between Technology Addiction and Attitude toward Reading: An Investigation on Pre-Service Teachers

“…The results in the literature show that students’ reading habits and performance are negatively affected by spending too much time on social media and that it causes distraction [ 67 , 68 , 69 ]. Ghufron et al [ 70 ] concluded that smartphone-addicted students have lower psychological well-being. Alhrahsheh and Almajali [ 71 ] also found a negative relationship between social network addiction and students’ academic performance in their study.…”

High-Order Questions Improve Students' Critical Thinking Skills In Elementary Schools

“…This needs to be supported by various factors and one that has been carried out and tested is to foster students' critical thinking skills through the use of level question-based teaching materials. The development of critical thinking skills must be realized in the integration of observation, analysis, reasoning, assessment, decisionmaking, generating, and processing information to guide behavior based on intellectual commitment, rationality, and consistency (Ennis, 2011;Ghufron et al, 2023). Student work results in answering highlevel questions on teaching materials to measure elementary school students' critical thinking skills are presented in Figure 1.…”