THE IMPLEMENTATION OF THE STUDENT TEAMS ACHIEVEMENT DIVISION MODEL IN MATHEMATICS LEARNING TO IMPROVE THE LEARNING PROCESS AND OUTCOMES OF FOURTH-GRADE STUDENTS

Abstract

This study aimed to improve the learning process and outcomes of fourth-grade students in mathematics through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model integrated with digital technology media, namely Wordwall, Quizizz, GeoGebra, and Canva for Education. The study was motivated by an initial observation showing that only 42.85%, or 6 of 14 fourth-grade students at a public elementary school, achieved the minimum learning completeness criterion of 70, while the classroom process was dominated by one-way, teacher-centered instruction. This study used a Classroom Action Research design following the Arikunto model, carried out in two cycles, each consisting of planning, acting, observing, and reflecting stages. The subjects were 14 fourth-grade students, consisting of seven male and seven female students. Data were collected through a teacher observation sheet with 26 indicators, a student observation sheet with 24 indicators, and an essay-based learning achievement test equipped with colored images of plane figures, then analyzed descriptively using percentage formulas. The results showed that teacher performance in implementing the STAD steps increased from 84%, categorized as good, in Cycle I to 94%, categorized as very good, in Cycle II. The student learning process score increased from 57%, categorized as poor, to 81.5%, categorized as good. Student learning outcomes improved from 42.85% completeness before the action to 64.28% in Cycle I and reached 85.71% in Cycle II, exceeding the targeted success indicator of 75%. These findings indicate that the STAD model, supported by digital media and concrete colored visual aids, effectively enhanced both the learning process and the mathematics achievement of elementary school students.