Cooperative-STAD dengan word square: Dampaknya terhadap motivasi dan hasil belajar siswa

  • Bella Nur Afinda Jurusan Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa
  • Ratna Sari Siti Aisyah Jurusan Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa
  • Imas Eva Wijayanti Jurusan Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa

Abstract

Inovasi model pembelajaran kooperatif-STAD terhadap hasil belajar telah banyak dilakukan namun demikian cenderung membutuhkan waktu yang relatif lama. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran kooperatif-STAD dengan permainan word square terhadap motivasi dan hasil belajar siswa. Quasi-experiment ini menggunakan desain pretest-posttest control group. Sampel penelitian ini ditentukan dengan teknik purposive sampling yang terdiri dari dua kelas yaitu X TKJ 1 sebagai kelas eksperimen dan X TKJ 3 sebagai kelas kontrol. Instrumen penelitian menggunakan tes hasil belajar dan angket. Nilai signifikansi hasil uji MANOVA < 0,05 dan hasil uji deskriptif menyatakan terdapat peningkatan motivasi sebesar 15,13 dan hasil belajar sebesar 16,90. Oleh karena itu, terdapat pengaruh yang signifikan terhadap peningkatan motivasi dan hasil belajar siswa setelah diterapkannya model pembelajaran kooperatif-STAD dengan word square.

References

Ahmad, D. N. (2018). Persepsi siswa tentang kompetensi pedagogik guru dan motivasi belajar dalam meningkatkan keterampilan berpikir analitik. JIPVA (Jurnal Pendidikan IPA Veteran), 2(2), 201–208. https://doi.org/10.31331/jipva.v2i2.662
Aqib, Z. (2013). Model-model, media, dan strategi pembelajaran kontekstual (inovatif). Bandung: Yrama Widya.
Arulmoly, C., & Branavan, A. (2017). The impact of academic motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Paddiruppu Educational Zone in The Batticaloa District, Sri Lanka. International Journal of Scientific and Research Publications, 7(5), 115–126. https://doi.org/10.12973/ejmste/75390
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. https://doi.org/10.1002/sce.20462
Damopolii, I., & Rahman, S. R. (2019). The effect of STAD learning model and science comics on cognitive students achievement. Journal of Physics: Conference Series, 1157. https://doi.org/10.1088/1742-6596/1157/2/022008
Esminarto, E., Sukowati, S., Suryowati, N., & Anam, K. (2016). Implementasi model STAD dalam meningkatkan hasil belajar siswa. BRILIANT: Jurnal Riset Dan Konseptual, 1(November), 16–23. http://dx.doi.org/10.28926/briliant.v1i1.2
Fatmawati, L. (2016). Peningkatan keaktifan dan pemahaman konsep IPS melalui model learning cycle 5E. Jurnal Prima Edukasia, 4(2), 148–162. https://doi.org/10.21831/jpe.v4i2.9488
Filak, V. F., & Sheldon, K. M. (2008). Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology, 28(6), 711–724. https://doi.org/10.1080/01443410802337794
Gambari, I., Yusuf, M. O., & Thomas, D. A. (2015). Effects of computer-assisted STAD, LTM, and ICI cooperative learning strategies on Nigerian secondary school students’ achievement, gender, and motivation in physics. Journal of Education and Practice, 6(19), 16–28. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079516.pdf
Hermawati, N. W. M. (2012). Pengaruh model pembelajaran inkuiri terhadap penguasaan konsep biologi dan sikap ilmiah siswa SMA ditinjau dari minat belajar siswa. Jurnal Pendidikan IPA, 2(2), 1–30. Retrieved from http://119.252.161.254/e-journal/index.php/jurnal_ipa/article/view/488/280
Hsieh, T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417–433. https://doi.org/10.1007/s10734-014-9720-6
Husamah, H., & Pantiwati, Y. (2014). Cooperative learning STAD-PjBL: Motivation, thinking skills, and learning outcomes of biology department students. International Journal of Education Learning and Development, 2(1), 77–94. Retrieved from http://www.eajournals.org/wp-content/uploads/Cooperative-Learning-Stad-Pjbl-Motivation-Thinking-Skills-And-Learning-Outcomes-of-Biology-Department-Students2.pdf
Ishtiaq, M., Ali, Z., & Salem, M. (2015). The effects of student teams achievement division ( STAD ) on motivation of Saudi EFL adult learners. International Journal of Languange Education and Applied Linguistics (IJLEAL), 3, 11–24. Retrieved from http://journal.ump.edu.my/ijleal/article/view/471/87
Karaçöp, A. (2016). Effects of student team-achievement divisions cooperative learning with model on students’ understanding of electrochemical cells. International Education Studies, 9(11), 104–120. https://doi.org/10.5539/ies.v9n11p104
Lantajo, J. T. (2017). The use of STAD model in teaching chemistry: Its effect to students’ academic performance. In International Conference on Studies in Business, Management, Education, and Law (SBMEL-17) (pp. 169–173). Retrieved from http://fze.uconferencealerts.com/siteadmin/upload/DIR0117525.pdf
Lestari, N. N. S. (2011). Pengaruh model pembelajaran berbasis masalah (problem-based learning) dan motivasi belajar terhadap prestasi belajar fisika bagi siswa kelas VII SMP. Journal Teknologi Pembelajaran Indonesia, 1(1), 1–21. Retrieved from http://oldpasca.undiksha.ac.id/e-journal/index.php/jurnal_tp/article/view/297/91
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997(1), 012049. https://doi.org/10.1088/1742-6596/997/1/012049
Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2014). Penggunaan media komik dalam pembelajaran ipa untuk meningkatkan motivasi dan hasil belajar kognitif dan afektif. Jurnal Cakrawala Pendidikan, 3(3), 413–420. https://doi.org/10.21831/cp.v3i3.2385
Qonitah, F., Mulyani, B., & Susilowati, E. (2013). Pengaruh penggunaan pembelajaran kooperatif TGT (teams games tournament) dengan permainan word square dan crossword terhadap prestasi belajar ditinjau dari kemampuan memori siswa pada materi pokok sistem periodik unsur kelas X SMA Batik 2 Surakarta tahun . Jurnal Pendidikan Kimia (JPK), 2(2), 125–131. Retrieved from http://www.jurnal.fkip.uns.ac.id/index.php/kimia/article/view/1891
Rumbekwan, Y. O., Yohanita, A. M., & Damopolii, I. (2018). Pengaruh model pembelajaran Cooperative Script terhadap hasil belajar Biologi di keSaeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252–267. https://doi.org/10.5539/jel.v1n2p252
Simbolon, D. H., & Sahyar, S. (2015). Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan Dan Kebudayaan, 21(3), 299–316. https://doi.org/10.24832%2Fjpnk.v21i3.192
Slavin, R. E., Hurley, E. A., & Chamberlain, A. (1999). Cooperative learning and achievement: Theory and research. In Four Major Theretical Perpectives (pp. 177–198). https://doi.org/10.1002/0471264385.wei0709
Stout, R. P. (2016). CO2 investigations: An open inquiry experiment for general chemistry. Journal of Chemical Education, 93(4), 713–717. https://doi.org/10.1021/ed5006932
Surya, E., & Syahputra, E. (2017). Improving high-level thinking skills by development of learning PBL approach on the learning mathematics for Senior High School students. International Education Studies, 10(8), 12–20. https://doi.org/10.5539/ies.v10n8p12
Sutama, I. N., Arnyana, I. B. P., & Swasta, I. B. J. (2014). Pengaruh model pembelajaran inkuiri terhadap ketrampilan berpikir kritis dan kinerja ilmiah pada pelajaran biologi kelas XI IPA SMA Negeri 2 Amlapura. Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA, 4, 1–14. Retrieved from http://oldpasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/view/1091
Tamsyani, W. (2016). Pengaruh model pembelajaran dan kesadaran metakognitif terhadap hasil belajar peserta didik SMA dalam materi pokok asam basa. Journal of EST, 2(April), 10–25. https://doi.org/10.26858/est.v2i1.1887
Ulfah, A., Bintari, S. H., & Pamelasari, S. D. (2013). Pengembangan LKS IPA berbasis word square model keterpaduan connected. Unnes Science Education Journal, 2(1), 239–244. https://doi.org/10.15294/usej.v2i2.2030
West, D. M. (2015). Connected learning: How mobile technology can imporve education. Center for Technology Innovation at Brookings, (December), 1–8. Retrieved from https://www.brookings.edu/wp-content/uploads/2016/07/west_connected-learning_v10.pdf
Widiadnyana, I. W., Sadia, I. W., & Suastra, I. W. (2014). Pengaruh Model Discovery Learning Terhadap Pemahaman Konsep IPA dan Sikap Ilmiah Siswa SMA. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA, 4. Retrieved from http://119.252.161.254/e-journal/index.php/jurnal_ipa/article/view/1344
Wulandari, A. D., Kurnia, K., & Sunarya, Y. (2013). Pembelajaran praktikum berbasis inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis siswa SMA pada materi laju reaksi. Jurnal Riset Dan Praktik Pendidikan Kimia, 1(1), 18–26. https://doi.org/10.1007/s00299-007-0325-8
Wyk, M. M. van. (2012). The Effects of the STAD-Cooperative Learning Method on Student Achievement, Attitude and Motivation in Economics Education. Journal of Social Sciences, 33(2), 261–270. https://doi.org/10.1080/09718923.2012.11893104
Yulianingtyas, E., Budiasih, E., & Marfuah, S. (2017). Pengaruh penggunaan jurnal belajar dalam model pembelajaran learning cycle 6e terhadap kesadaran metakognitif siswa SMAN 8 Malang pada materi redoks. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(5), 724–730. http://dx.doi.org/10.17977/jptpp.v2i5.9203
Yusof, K. M., Hassan, S. A. H. S., Jamaludin, M. Z., & Harun, N. F. (2012). Cooperative Problem-based Learning (CPBL): Framework for Integrating Cooperative Learning and Problem-based Learning. Procedia - Social and Behavioral Sciences, 56(Ictlhe), 223–232. https://doi.org/10.1016/j.sbspro.2012.09.649
Published
2019-04-27
How to Cite
AFINDA, Bella Nur; AISYAH, Ratna Sari Siti; WIJAYANTI, Imas Eva. Cooperative-STAD dengan word square: Dampaknya terhadap motivasi dan hasil belajar siswa. JIPVA (Jurnal Pendidikan IPA Veteran), [S.l.], v. 3, n. 1, p. 17-27, apr. 2019. ISSN 2598-0904. Available at: <http://e-journal.ivet.ac.id/index.php/jipva/article/view/773>. Date accessed: 19 july 2019. doi: https://doi.org/10.31331/jipva.v3i1.773.
Section
Article

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.