Perbandingan Efektivitas Model STAD, TGT, DAN TTW Terhadap Hasil Belajar IPA Siswa
Keywords:
Model, STAD, TGT, TTW, Learning Outcomes
Abstract
In recent years, interest in exploring the effectiveness of different cooperative learning models in promoting science learning outcomes for high school students has been increasing. The three most studied models are STAD (Student Teams Achievement Divisions), TGT (Teams-Games-Tournaments), and TTW (Think-Talk-Write). The purpose of this study was to compare the effectiveness of the STAD, TGT, and TTW models on science learning outcomes of class VII students in junior high school. The research method was an experimental study with a comparative design. The results showed a significant difference in science learning outcomes among students taught using the three cooperative learning models. The TGT and TTW models did not show a significant difference in learning outcomes, although the TGT model showed better learning outcomes than the STAD and TTW models. This study also highlights the importance of considering specific learning objectives and student characteristics when selecting and adapting cooperative learning models. While the TTW and TGT models can be effective alternatives to the STAD model in improving science learning outcomes for junior high school students, further research is needed to explore the long-term effectiveness and generalizability of these models in different contexts
References
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Rorimpandey, W. H. F., Maaluas, F., Mangangantung, J., & Suryanto, H. (2022). The student teams achievement divisions learning model in its influence on the motivation and science learning outcomes of elementary school students. Journal of Innovation in Educational and Cultural Research, 3(3), 345–354.
Setiana, D. S., Ili, L., Rumasoreng, M. I., & Prabowo, A. (2020). Relationship between cooperative learning method and students’ mathematics learning achievement: A meta-analysis correlation. Al-Jabar: Jurnal Pendidikan Matematika, 11(1), 145–158.
Silvianti, M. (2016). Perbandingan kemampuan komunikasi matematis siswa melalui pembelajaran kooperatif tipe think-talkwrite dan student teams achievement division kelas ix smp swasta musda perbaungan tahun ajaran 2016/2017. UNIMED.
Simarmata, R. J. P., & Siregar, N. (2022). Meta-analysis of think-talk-write (TTW) learning model to improve student’s mathematics problem solving ability. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 6(2), 78–89.
Slavin, R. E. (2019). Educational psychology: Theory and practice.
Triansyah, F. A., Hasyim, H., & Mutmainnah, S. (2022). Improving student learning outcomes through collaboration of the student teams achievement division (STAD) and Jigsaw learning models. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 10(2).
Van Ryzin, M. J., Roseth, C. J., & Biglan, A. (2020). Mediators of effects of cooperative learning on prosocial behavior in middle school. International Journal of Applied Positive Psychology, 5, 37–52.
Wahyuningsih, D., Muchson, M., Saefi, M., Muntholib, M., & Suryadharma, I. B. (2021). The integration effects of socrative online game in cooperative-Teams games tournament (TGT) models to student learning outcomes and learning motivation on salt hydrolysis topic. AIP Conference Proceedings, 2330(1), 20024.
Wyman, P. J., & Watson, S. B. (2020). Academic achievement with cooperative learning using homogeneous and heterogeneous groups. School Science and Mathematics, 120(6), 356–363.
Yemi, T. M., Azid, N. B. H., & bin Md Ali, M. R. (2018). Cooperative learning: An approach for teaching mathematics in public school. European Journal of Social Sciences Studies.
Ziziumiza, S., Bungsu, J., & Shahrill, M. (2022). The effectiveness of student teams achievement division cooperative learning in improving mathematics skills in VTE engineering students. International Journal of Pedagogy and Teacher Education, 6(2), 52–60.
Aronson, E. (2021). The jigsaw classroom: a personal odyssey into a systemic national problem. In Pioneering Perspectives in Cooperative Learning (pp. 146–164). Routledge.
Asih, J. L., & Prihatnani, E. (2021). Perbandingan hasil belajar trigonometri dan penerapan STAD dan TGT ditinjau atas tingkat kecemasan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 259–273.
Aslan Berzener, Ü., & Deneme, S. (2021). The effect of cooperative learning on EFL learners’ success of reading comprehension: An experimental study implementing Slavin’s STAD method. Turkish Online Journal of Educational Technology-TOJET, 20(4), 90–100.
Creswell W, J. (2014). Research design, qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publication, Inc.
Davidson, N. (2021). Pioneering perspectives in cooperative learning: Theory, research, and classroom practice for diverse approaches to CL. Routledge.
Dönmez, İ., Gülen, S., & Ayaz, M. (2022). Impact of argumentation-based STEM activities on ongoing STEM motivation. Journal for STEM Education Research, 5(1), 78–101.
Harianja, J. K., Subakti, H., Avicenna, A., Rambe, S. A., Hasan, M., Ramadhani, Y. R., Sartika, S. H., Nirbita, B. N., Chamidah, D., & Rahmawati, I. (2022). Tipe-tipe model pembelajaran kooperatif. Yayasan Kita Menulis.
Kocabas, A., & Erbil, D. G. (2017). A scale development for teacher competencies on cooperative learning method. Universal Journal of Educational Research, 5(3), 316–324.
Lian, Q., Yu, C., Tu, X., Deng, M., Wang, T., Su, Q., & Zuo, X. (2021). Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018. PLoS Medicine, 18(11), e1003846.
Loes, C. N. (2022). The effect of collaborative learning on academic motivation. Teaching & Learning Inquiry, 10.
Mahmud, H. (2023). Studi komparasi penggunaan model pembelajaran stad dengan TGT pada materi ikatan kimia terhadap hasil belajar siswa kelas X di SMA Negeri 7 Mataram Tahun Ajaran 2022/2023. UIN Mataram.
Mawartiningsih, L., & Sholikah, U. (2018). The application of cooperative learning model think talk write (TTW) type on ecosystems to increase learning result of junior high school students. Edusains, 10(1), 120–126.
Oktarianto, M. L., & Handayanto, S. K. (2021). Science learning tools with cooperative models of teams games tournament to improve students learning outcomes in primary schools. AIP Conference Proceedings, 2330(1), 60014.
Pan, Y., Cheng, X., & Hu, Y. (2023). Three heads are better than one: cooperative learning brains wire together when a consensus is reached. Cerebral Cortex, 33(4), 1155–1169.
Panggabean, J. H., Siregar, M. S. D., & Rajagukguk, J. (2021). The effect of teams games tournament (TGT) method on outcomes learning and conceptual knowledge in physics science. Journal of Physics: Conference Series, 1819(1), 12047.
Pérez Poch, A., Sánchez Carracedo, F., Salán Ballesteros, M. N., & López Álvarez, D. (2019). Cooperative learning and embedded active learning methodologies for improving students’ motivation and academic results. International Journal of Engineering Education, 1851–1858.
Purnamasari, D. (2020). Perbedaan kemampuan koneksi matematis siswa yang diajar dengan strategi pembelajaran kooperatif tipe TGT dan tipe STAD di kelas X Pondok Pesantren Darul Qur’an. Universitas Islam Negeri Sumatera Utara.
Rahma, S. A. (2020). The implementation of think talk write method to improve the students’ writing of narrative text. Universitas Islam Negeri Sumatera Utara.
Ramadhani, S. K., Sukirlan, M., & Sholihah, L. (2021). The influence of Think-Talk-Write toward students’ descriptive writing achievement at the tenth graders. Unila Journal Of English Teaching (U-JET), 10(1), 107–113.
Ravinder Kumar, R. (2017). The effect of collaborative learning on enhancing student achievement: A meta-analysis. Concordia University.
Raviv, A., Cohen, S., & Aflalo, E. (2019). How should students learn in the school science laboratory? The benefits of cooperative learning. Research in Science Education, 49(2), 331–345.
Rorimpandey, W. H. F., Maaluas, F., Mangangantung, J., & Suryanto, H. (2022). The student teams achievement divisions learning model in its influence on the motivation and science learning outcomes of elementary school students. Journal of Innovation in Educational and Cultural Research, 3(3), 345–354.
Setiana, D. S., Ili, L., Rumasoreng, M. I., & Prabowo, A. (2020). Relationship between cooperative learning method and students’ mathematics learning achievement: A meta-analysis correlation. Al-Jabar: Jurnal Pendidikan Matematika, 11(1), 145–158.
Silvianti, M. (2016). Perbandingan kemampuan komunikasi matematis siswa melalui pembelajaran kooperatif tipe think-talkwrite dan student teams achievement division kelas ix smp swasta musda perbaungan tahun ajaran 2016/2017. UNIMED.
Simarmata, R. J. P., & Siregar, N. (2022). Meta-analysis of think-talk-write (TTW) learning model to improve student’s mathematics problem solving ability. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 6(2), 78–89.
Slavin, R. E. (2019). Educational psychology: Theory and practice.
Triansyah, F. A., Hasyim, H., & Mutmainnah, S. (2022). Improving student learning outcomes through collaboration of the student teams achievement division (STAD) and Jigsaw learning models. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 10(2).
Van Ryzin, M. J., Roseth, C. J., & Biglan, A. (2020). Mediators of effects of cooperative learning on prosocial behavior in middle school. International Journal of Applied Positive Psychology, 5, 37–52.
Wahyuningsih, D., Muchson, M., Saefi, M., Muntholib, M., & Suryadharma, I. B. (2021). The integration effects of socrative online game in cooperative-Teams games tournament (TGT) models to student learning outcomes and learning motivation on salt hydrolysis topic. AIP Conference Proceedings, 2330(1), 20024.
Wyman, P. J., & Watson, S. B. (2020). Academic achievement with cooperative learning using homogeneous and heterogeneous groups. School Science and Mathematics, 120(6), 356–363.
Yemi, T. M., Azid, N. B. H., & bin Md Ali, M. R. (2018). Cooperative learning: An approach for teaching mathematics in public school. European Journal of Social Sciences Studies.
Ziziumiza, S., Bungsu, J., & Shahrill, M. (2022). The effectiveness of student teams achievement division cooperative learning in improving mathematics skills in VTE engineering students. International Journal of Pedagogy and Teacher Education, 6(2), 52–60.
Published
2023-04-12
How to Cite
Zen, Z., Reflianto, R., Syamsuar, S., & Ariani, F. (2023). Perbandingan Efektivitas Model STAD, TGT, DAN TTW Terhadap Hasil Belajar IPA Siswa. Pedagogi: Jurnal Ilmu Pendidikan, 23(1), 1-10. https://doi.org/https://doi.org/10.24036/pedagogi.v23i1.1543
Section
Article
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