Application of STAD-Type Cooperative Model in Improving Student Learning Outcomes in Mathematics Learning in Class V SDN I East Suwawa Regency Bone Bolango

Hendra Saputra S.  Adiko; Jumirta  Diuli

doi:10.55885/jerp.v1i2.97

Authors

Hendra Saputra S. Adiko Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Gorontalo
Jumirta Diuli Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Gorontalo, Indonesia

DOI:

https://doi.org/10.55885/jerp.v1i2.97

Keywords:

STAD Cooperative Learning, Mathematics Education, Classroom Action Research, Student Outcomes, Elementary Education

Abstract

This study investigates the impact of the STAD (Student Teams Achievement Division) cooperative learning model on improving mathematics learning outcomes among fifth-grade students at SDN 1 Suwawa Timur, Bone Bolango Regency. Conducted as classroom action research, the study involved 28 students and was carried out over five sessions divided into two cycles. Initial observations revealed low student performance in mathematics, with only 25% of students meeting the minimum competency criteria (KKM). Following the implementation of the STAD model, significant improvements were observed, with student completion rates increasing from 54% in Cycle I to 89% in Cycle II. These findings highlight the effectiveness of the STAD cooperative learning model in fostering student engagement and improving academic performance in elementary mathematics. The study also contributes to existing literature by providing evidence of the model's applicability in rural educational settings, emphasizing the importance of interactive and collaborative learning strategies in enhancing student outcomes in mathematics.

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