An Examination Of The Attributes Of The STAD Type Cooperative Learning Model In The Context Of Integrated Science Education For Junior High School Students In Pasaman District

Abstract

This research analysis seeks to examine the characteristics and effects of applying the Student Teams Achievement Divisions (STAD) cooperative learning model in integrated scientific education at junior high schools in Pasaman Regency. This study employed a quantitative methodology with a quasi-experimental design, encompassing a sample of 180 students from SMP 1 Luhak Nan 2 and SMP 3 Luhak Nan 2 in Pasaman Regency. Data was gathered via assessments of learning outcomes, observations of collaborative abilities, and questionnaires assessing student opinions and motivation to study. The research findings indicate that the STAD learning model exhibits key attributes such as collaboration in diverse groups, dynamic social interaction, and group recognition. Implementing the STAD approach has had a substantial influence on enhancing student learning outcomes, fostering collaborative abilities, and bolstering students' enthusiasm and positive attitudes towards learning. The mean score of students' learning outcomes and collaboration abilities in the experimental group was higher than that of the control group, with a statistically significant disparity. The students in the experimental class exhibited elevated levels of learning motivation and held more favorable opinions regarding integrated science study. These findings corroborate the theories of social constructivism and cooperative learning and have practical implications for enhancing learning at the junior high school level, particularly in enhancing the quality of scientific education in Indonesia.