The Effectiveness of the STAD (Student Team Achievement Division) Learning Model on High School Students' Mathematical Problem-Solving Skills
Efektivitas Model Pembelajaran STAD (Student Team Achievement Division) terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMA
Keywords:
Model pembelajaran STAD; Kemampuan pemecahan masalah; Matematika SMA; Pembelajaran kooperatif; Quasi-eksperimenAbstract
Kemampuan pemecahan masalah matematika merupakan kompetensi penting yang harus dikuasai siswa SMA, namun masih banyak siswa yang mengalami kesulitan. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran STAD (Student Team Achievement Division) terhadap kemampuan pemecahan masalah matematika siswa SMA. Penelitian menggunakan desain quasi-experimental dengan pretest-posttest control group design. Sampel penelitian terdiri dari 64 siswa kelas XI yang terbagi menjadi kelompok eksperimen (n=32) yang menerapkan model STAD dan kelompok kontrol (n=32) dengan pembelajaran konvensional. Instrumen penelitian berupa tes kemampuan pemecahan masalah matematika yang telah divalidasi. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh peningkatan kemampuan pemecahan masalah yang signifikan dibandingkan kelompok kontrol (p < 0,05) dengan effect size sebesar 0,78. Temuan ini mengindikasikan bahwa model pembelajaran STAD efektif dalam meningkatkan kemampuan pemecahan masalah matematika siswa SMA, terutama dalam aspek memahami masalah dan merencanakan strategi penyelesaian. Implikasi penelitian ini memberikan alternatif solusi bagi guru matematika untuk menerapkan pembelajaran kooperatif tipe STAD dalam meningkatkan kemampuan pemecahan masalah matematika siswa.
References
Awofala, A. O., Fatade, A. O., & Ola-Oluwa, S. A. (2012). Achievement in cooperative versus individualistic goal-structured junior secondary school mathematics classrooms in Nigeria. International Journal of Mathematics Trends and Technology, 3(1), 7-12.
Capar, G., & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Educational Sciences: Theory and Practice, 15(2), 553-559.
Cai, J., & Lester, F. (2010). Why is teaching with problem solving important to student learning? National Council of Teachers of Mathematics, 14(5), 1-6.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54.
Hake, R. R. (1999). Analyzing change/gain scores. Unpublished manuscript, Indiana University.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Karacop, A. (2017). The effects of using Jigsaw method based on cooperative learning model in the undergraduate science laboratory practices. Universal Journal of Educational Research, 5(3), 420-434.
Khan, G. N., & Inamullah, H. M. (2011). Effect of student's team achievement division (STAD) on academic achievement of students. Asian Social Science, 7(12), 211-215.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing.
Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Samo, D. D., Darhim, D., & Kartasasmita, B. (2018). Culture-based contextual learning to increase problem-solving ability of first year university student. Journal on Mathematics Education, 9(1), 81-94.
Slavin, R. E. (2015). Cooperative learning: Theory, research, and practice (2nd ed.). Pearson.
Tiantong, M., & Teemuangsai, S. (2013). Student team achievement divisions (STAD) technique through the moodle to enhance learning achievement. International Education Studies, 6(4), 85-92.
Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131-140.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wala, G. N. (2025). Strategi peningkatan literasi dan minat belajar siswa: Studi kasus pada peserta didik sekolah menengah. COSMOS: Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi, 2(3), 485-494.
Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2019). Difficulties in solving context-based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast, 16(1), 5-33.
Zakaria, E., & Iksan, Z. (2007). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39.
Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students' mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Aminah Aminah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
