Pengaruh Model Cooperative Learning Tipe STAD terhadap Hasil Belajar Siswa pada Materi Ekosistem

Debby Edelia Tarigan; Mhd. Yusuf Nasution

doi:10.36312/biocaster.v6i4.1788

Authors

Debby Edelia Tarigan Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Mhd. Yusuf Nasution Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v6i4.1788

Keywords:

Biology, Cooperative Learning, Ecosystem, Learning Outcomes, Student Teams Achievement Division

Abstract

The low learning outcomes of class X students of Gajah Mada Private High School Medan is the main problem of this study, indicated by 51% of students who have not achieved the Learning Objectives Achievement Criteria (KKTP) due to the dominance of teacher-centered learning (direct instruction) which makes students tend to be passive, especially in complex ecosystem material and requires a deep understanding of concepts. This study aims to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model on the cognitive learning outcomes of class X students on ecosystem material. This study used a quasi-experimental design with a nonequivalent control group design. The research sample amounted to 60 students determined by saturated sampling technique, divided into an experimental class treated with the STAD model and a control class with the direct instruction model. Data were collected through multiple choice tests given as pretests and posttests, then analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, and the independent samples t-test hypothesis test. The results showed that the average posttest score of the experimental class (83.67) was significantly higher than that of the control class (70.33), with an increase in learning outcomes of 45.00 in the experimental class and 37.66 in the control class, with a significance value of <0.001 (Ha accepted). It was concluded that the STAD cooperative learning model had a positive and significant effect on student learning outcomes, making this model a potential alternative strategy for biology learning, particularly for materials requiring group discussion and in-depth conceptual understanding.

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