Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) pada Mata Pelajaran Dasar-Dasar Ketenagalistrikan
DOI:
https://doi.org/10.24036/vcxzgt18Keywords:
Student Teams Achievement Divisions, Learning outcomes, Basics Electrical Engineering, Cooperative learning, Vocational high schoolAbstract
This research investigates the efficacy of the Student Teams Achievement Divisions (STAD) cooperative learning approach in enhancing student academic performance in the Basic Electrical Engineering course at SMKN 1 Pariaman. The study was initiated due to observed suboptimal learning achievements, where merely 24% of students met the established Learning Mastery Criteria (KKTP), attributed to insufficient student participation, limited collaborative engagement, and conventional instructional techniques. Utilizing a pre-experimental design with a single-group pretest-posttest framework, the study involved tenth-grade students specializing in Electrical Engineering. Data were gathered via validated and reliable objective assessments (pretest and posttest) and subsequently examined using normalized gain (N-Gain) scores and learning completion rates. Findings indicate that the STAD model markedly enhanced student learning outcomes, registering a high improvement category in cognitive domains, with the majority of learners attaining mastery. The collaborative group dynamics and team-based incentive mechanism effectively fostered active involvement and mutual comprehension of course materials. This study affirms that the STAD model is a viable and innovative pedagogical strategy for technical education in vocational secondary settings, conducive to elevating student accomplishment.
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