Implementation of Cooperative Learning Model Learning Through The STAD Method in Improving Student’s Critical Thinking Ability
DOI:
https://doi.org/10.31764/ijeca.v2i1.2042Keywords:
Cooperative Learning Model, Student Critical Thinking, Learning STAD Method.Abstract
This study is about the application of Cooperative Learning models through the STAD method to improving students' critical thinking. The problem in this study was the low critical thinking of students about eleven-class economic subjects in the social studies program at one of the secondary schools in Sukabumi City. The research method used was a quasi experiment with research design The Pre-Equivalent Pre-test - Post Design Control-Test Group. Based on the test for normality, homogenies, and t-test from the pre-test post-test data, the students understood the concept of the experimental class and the control class. The sampling technique used was purposive sampling. Data collection uses tests and assignments. The results of this study were tested with one-way Anava. The results of the study are as follows. 1) Cooperative learning model STAD method is effective for increasing interest and learning outcomes (Critical Thinking) Economic Subjects, 2) STAD learning model in class XI IPS A is more effective in increasing student learning interest compared to STAD method in class XI IPS B, while Method STAD in class XI IPS B is more effective to improve student learning outcomes compared to Class XI IPS A.References
Aghni, rizqi alyasa. (2018). menurut wina sanjaya. Fungsi Dan Jenis Media Pembelajaran Dalam Pembelajaran Akutansi, xvi. https://journal.uny.ac.id/index.php/jpakun/article/download/20173/10899
Facione, P. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, 20(1). https://doi.org/10.22329/il.v20i1.2254
Hadi, S., & Radiyatul, R. (2014). Metode Pemecahan Masalah Menurut Polya untuk Mengembangkan Kemampuan Siswa dalam Pemecahan Masalah Matematis di Sekolah Menengah Pertama. EDU-MAT: Jurnal Pendidikan Matematika, 2(1). https://doi.org/10.20527/edumat.v2i1.603
Munawaroh, S. (2016). Model Pembelajaran Kooperatif ( Cooperative Learning ) Dalam Strategi Belajar Mengajar Bahasa. Prosiding Konferensi Nasional Bahasa, 100–116.
Nasution, M. N. (2010). Manajemen Mutu Terpadu (Total Quality Manajement). Jakarta: Ghalia. Manajemen Mutu Terpadu (Total Quality Manajement). Jakarta: Ghalia.
Nugraha, J., MS, Z., & Fuad, N. (2019). Peningkatan Keterampilan Menulis Deskripsi Melalui Pendekatan Saintifik Dengan Metode Problem Based Learning Di Kelas Iv Sekolah Dasar. Prosiding Seminar Nasional Pendidikan KALUNI, 2. https://doi.org/10.30998/prokaluni.v2i0.37
Nusarastriya, Y. H., H, H. S., Wahab, A. A., & Budimansyah, H. D. (2013). Pengembangan Berpikir Kritis Dalam Pembelajaran Pendidikan Kewarganegaraan Menggunakan Project Citizen. Jurnal Cakrawala Pendidikan, 3(3). https://doi.org/10.21831/cp.v3i3.1631
Sadia, I. W. (2008). Model Pembelajaran yang Efektif untuk Meningkatkan Keterampilan Berfikir Kritis(Suatu Persepsi Guru). Jurnal Pendidikan Dan Pengajaran UNDIKSHA. https://doi.org/ISSN 02158250
Sisworo, & Dkk. (2016). Analisis Kemampuan Berpikir Kritis. Prosiding Konferensi Nasional Penelitian Matematika Dan Pembelajarannya, 3(Knpmp I), 580–590. https://doi.org/10.23971/eds.v5i2.732
Stiawan, E., Liliasari, L., & Rohman, I. (2014). Pengembangan Keterampilan Berpikir Kritis Siswa Sma Pada Topik Teori Domain Elektron Melalui Simulasi Interaktif Phet Molecule Shapes. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(2), 257. https://doi.org/10.18269/jpmipa.v19i2.468
Sugiyanto, R., & Utami, A. (2018). Peningkatan Kemampuan Berpikir Kritis Siswa Dengan Model Tasc (Thinking Actively In A Social Context) Pada Pembelajaran Ips Di Sekolah Dasar. JIPSINDO, 5(2). https://doi.org/10.21831/jipsindo.v5i2.22084
Suharsimi;, A. (2013). Dasar-Dasar Evaluasi Pendidikan. In Jakarta: Bumi Aksara (p. 168).
Downloads
Published
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- Authors are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- Authors agree to the following copyright agreement.
Authors who publish with IJECA (International Journal of Education and Curriculum Application) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
