Conscience, Budi. 2011. The Effectiveness of STAD Model Cooperative Learning on Physics Learning Achievement in terms of Achievement Motivation of Class X Students of SMA Negeri 3 Malang. Thesis. Physics Education Study Program, Postgraduate Program, State University of Malang. Advisors: (1) Dr. Wartono, M.Pd (2) Drs. Yudyanto, M.Si
Keywords: STAD Model Cooperative Learning Approach, Achievement Motivation, Learning Achievement.
Cooperative learning allows students to interact cooperatively, so that students can become learning resources for others. Cooperative learning is one of the motivational learning that is believed to be able to increase learning motivation. One of the cooperative learning methods is the STAD model. The STAD model of cooperative learning which is supported by achievement motivation is believed to be able to increase student achievement.
The problems in this research are: (1) How is the effectiveness of STAD cooperative learning in increasing student achievement compared to conventional learning? (2) How is the effectiveness of STAD model cooperative learning compared to conventional learning in increasing learning achievement for students who have high achievement motivation? (3) How is the effectiveness of STAD model cooperative learning compared to conventional learning in increasing learning achievement for students who have low achievement motivation?
To answer the above problems, this study was designed with a design quasi experiment with a 2 x 2 factorial design. The population of this study were all students of class X SMA Negeri 3 Malang. Sampling was done randomly. Of the total students who were divided into 8 parallel classes, 4 classes were taken as samples. Of the 4 sample classes, 2 classes were used as an experimental class that studied with the STAD model of cooperative learning, and 2 classes as a control class that studied with conventional learning.
The results of this study are as follows: (1) There are differences in the learning achievement of students who learn with cooperative learning with the STAD model and students who learn with conventional learning, with Fcount (4,780)> F.table (3,94), but the STAD model of cooperative learning is not more effective than conventional learning to improve student achievement (Qcount (3,092) <Qtable (3,90), (2) Cooperative learning with STAD model is more effective than conventional learning to improve student achievement with high achievement motivation (Qcount (4,789)> Qtable (3,79), (3) STAD model cooperative learning is not more effective than conventional learning to improve student achievement with low achievement motivation (Qcount (0.416)> Qtable (3,79)).
Based on these findings, it is suggested as follows: (1) schools as one of the policy makers must support the implementation of cooperative learning, (2) teachers use cooperative learning in their classes, (3) physics teachers need research using a cooperative approach in addition to the STAD model, and (4) motivational instruments using observation or interviews.