STAD Type Cooperative Learning Model to Student Learning Outcomes in Subjects Electric Motor Installation
DOI:
https://doi.org/10.24036/jeve.v1i2.43Keywords:
Video Tutorial Media, Vocational Education, Basic Electronics, Learning Outcomes, Quasi-ExperimentalAbstract
This research was conducted to examine how the implementation of the Student Teams Achievement Division (STAD) cooperative learning model influences students’ achievement in the Electric Motor Installation subject for Grade XI of Electrical Power Installation Engineering at State Vocational high school 1 Bukittinggi. The low learning outcomes are caused by differences in students’ understanding abilities—some grasp the material quickly, while others struggle to comprehend the concepts of electric motors and installation practices. To address this issue, the STAD model was applied, emphasizing collaboration in heterogeneous groups to help each other and understand the material thoroughly. This experimental research used a Pre-Experimental Design with a One Group Pretest-Posttest Design. The subjects were 32 Grade XI TITL students at State Vocational high school 1 Bukittinggi in the 2025/2026 academic year. Data were collected through learning outcome tests (pretest and posttest), practical skill assessments, and observation sheets. The data were analyzed using descriptive analysis, normalized gain scores, and classical mastery learning. The results showed an increase in average learning outcomes after implementing the STAD model. Observation results also indicated improved student activity and practical skills, categorized as good to very good. Therefore, the STAD cooperative learning model is effective in improving student learning outcomes in the Electric Motor Installation subject for Grade XI TITL at Vocational high school 1 Bukittinggi
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