The Effect of STAD Learning Model On The Motivation And Social Studies Knowledge In Junior High School
DOI:
https://doi.org/10.26740/ijss.v2n1.p37-43Keywords:
education, social studies, STAD, motivation to learning.Abstract
This study aims to determine the consistent changes of students' learning motivation resulting from the learning process using the STAD learning model and its effect on student learning outcomes. This study was the pretest-posttest control group design. Sample in this study was VIII class who were randomly determined. The data obtained then tested different using independent sample t-test. The results showed that the two research classes experienced a positive change in the motivation and learning outcomes of students. In the experimental class with STAD learning model showed motivation and learning outcomes that were better than class control. The post-test calculation shows that learners' motivation with the Sig. (2-tailed) 0.003, where 0.003 <0.05 means that there are significant differences. Learning outcomes that show the value of Sig. (2-tailed) 0,000, where 0,000 <0,05 means that there are significant differences between the experimental and control classes. The existence of significant differences indicates that there is an effect of the STAD learning model on students' motivation and learning outcomes.References
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Ross, E. W., Mathison, S., Vinson, K. D. (2013). Social studies education and standards-based education reform in north america: curriculum standardization, high-stakes testing, and resistance. Revista Latinoamericana de Estudios Educativos. No. 1, Vol. 10, pp. 19-48.
Slavin, R. E. (2017). Psikologi Pendidikan Teori dan Praktik. Jakarta Barat: PT Indeks
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Suprijono, A. (2017). Cooperative learning teori & aplikasi paikem. Yogyakarta: Pustaka Pelajar.
Ersoy, A. F. (2014). Active and democratic citizenship education and its challenges in social studies classroom. Eurasian Journal of Educational Research, 55, 1-20. (doi): 10.14689/ejer.2014.55.1
Ginns, P., Martin, A. J., & Papworth, B. (2018). Learning and individual differences student learning in Australian high schools¯: Contrasting personological and contextual variables in a longitudinal structural model. Learning and Individual Differences. Volume 64. (doi):10.1016/j.lindif.2018.03.007
Harahap, N. (2013). Penerapan Model Pembelajaran Kooperatif Tipe STAD terhadap Hasil Belajar Kognitif, Motivasi, dan Aktivitas Belajar Siswa Pada Konsep Ekosistem Di Mtsn Model Banda Aceh. Visipena. Diperoleh dari https://visipena.stkipgetsempena.ac.id /?journal=home&page=article &op=view&path%5B%5D=59&path%5B%5D=60
Huda, M. (2012). Cooperative Learning Metode, Teknik, Struktur dan Model Penerapan. Yogyakarta. Pustaka Pelajar
Lorena, B. A., Isabel B., Blanca, H. O., F. Javier, S. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education.Volume 62, 102-110. (doi):10.1016/j.compedu.2012.10.019.
Nasution. (2015). Kajian Pembelajaran IPS di Sekolah. Surabaya, Unesa University Press
Ross, E. W., Mathison, S., Vinson, K. D. (2013). Social studies education and standards-based education reform in north america: curriculum standardization, high-stakes testing, and resistance. Revista Latinoamericana de Estudios Educativos. No. 1, Vol. 10, pp. 19-48.
Slavin, R. E. (2017). Psikologi Pendidikan Teori dan Praktik. Jakarta Barat: PT Indeks
Solihatin, E., Raharjo. (2011). Cooperative learning: analisis model pembelajaran IPS. Jakarta: Bumi Aksara
Suprijono, A. (2017). Cooperative learning teori & aplikasi paikem. Yogyakarta: Pustaka Pelajar.
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Published
2019-07-26
How to Cite
Alim, M. M., Prasetyo, K., & Sunarto, S. (2019). The Effect of STAD Learning Model On The Motivation And Social Studies Knowledge In Junior High School. The Indonesian Journal of Social Studies, 2(1), 37–43. https://doi.org/10.26740/ijss.v2n1.p37-43
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