The effect of stad learning model (student teams achievement division) and achievement motivation on learning outcomes of mathematics in class v of sdn inpres dua, likupang timur district, north minahasa regency
Willy Stevanus Rambitan, R Palilingan, Syuul T Karamoy
Efforts to improve the quality of mathematics learning in elementary schools require the ability and skills of teachers to take appropriate decisions through the creation of conducive learning conditions using various forms of learning strategies to improve student learning outcomes. This study aims to determine whether groups of students who take the STAD (Student Teams Achievement Division) learning model obtain different learning outcomes compared to groups of students who take classical learning, whether groups of students who have high achievement motivation show different learning outcomes compared to groups of students who have low achievement motivation, and is there an interaction between STAD learning models, classical learning, and achievement motivation levels towards Mathematics learning outcomes. The method used in this study is an experimental method with a 2x2 factorial design. There are two groups of students involved in this study, namely group A (P1) students who take small group learning and group B (P2) students who take classical learning. The procedure begins with the achievement motivation test followed by a pretest then followed by treatment and ends with a posttest. The subjects of the study were fifth grade students of SDN Inpres Likupang Dua, East Likupang District in the second semester of 2019/2020 academic year consisting of 71 students. The data analysis technique used is two-way ANAVA (2x2) to analyze data on learning outcomes by testing the difference in average scores between treatment groups, between high and low achievement motivation, and interactions between STAD learning models, classical learning, and achievement motivation levels towards acquisition of Mathematics learning outcomes. The results showed that the STAD learning model and classical learning had different effects on the learning outcomes of Mathematics. The STAD learning model shows better results because it is proven to improve learning outcomes compared to classical learning. High and low motivation of achievement gives a different effect on the acquisition of mathematics learning outcomes. In addition, there is no interaction between the STAD learning model, classical learning, and achievement motivation towards the acquisition of Mathematics learning outcomes.