Berty Sadipun. 2014. Increasing Social Studies Activities and Learning Outcomes through Cooperative Learning Model Type Student Teams Achievement Division (STAD) Based on Contextual Teaching and Learning (CTL) Class 4A Students SDK Paupire Ende. Thesis, Basic Education Study Program Class Teacher Concentration. Postgraduate. State University of Malang. Advisor (1) Prof. Dr. Sudarmiatin, M.Si. (2) Prof. Dr. Anang Santoso, M.Pd.
Keywords: Learning activities, learning outcomes. STAD based CTL
Based on the results of observations of the implementation of social studies learning in grade IVa SDK Paupire Ende, it shows that learning is still teacher-centered while students tend to be passive. In addition, students' social studies learning outcomes have not been maximized, which is indicated by the low percentage of students who reach the Minimum Completion Criteria (KKM) in learning. For this reason, it is necessary to design a learning that can encourage active student involvement and can improve student learning outcomes. It is expected that the cooperative learning model type STAD based on CTL can increase student activity and social studies learning outcomes.
This study aims to improve students' social studies activities and outcomes through the application of the CTL-based STAD-type cooperative learning model for grade IVa SDK Paupire Ende students. This research is a Classroom Action Research (CAR) design which is implemented collaboratively with classroom teachers. The subjects of this study were 22 grade IVa students consisting of 11 male students and 11 female students, the 2013/2014 academic year. Student activity data were collected using the observation method, data on student learning outcomes were collected through learning outcomes tests.
The results showed that the application of the STAD-based CTL-type cooperative learning model can increase student learning activities with differences in the average value shown by the results of the research in cycle I with the average percentage of 65% activities which are in the good category then become 87% which are in the very good in cycle II. Second, the application of the STAD-based CTL-based cooperative learning model can improve student learning outcomes with differences in the average score of students, namely in cycle I the class average value of 65 then increases to 81 in cycle II.