DOI: 10.30738/union.v11i1.13834 © Author (s), 2023. Open Access
This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
The effect of cooperative model type STAD assisted by interactive learning media on students' understanding of
mathematical concepts
Asmini Mahadi, Tedy Machmud *, Khardiyawan A.Y. Pauweni
Mathematics Education, Universitas Negeri Gorontalo, Jl. Jend. Sudirman No.06, Kota Gorontalo, 96128, Indonesia
* Corresponding Author. Email: [email protected]
Received: 20 December 2022; Revised: 2 February 2023; Accepted: 16 April 2023
Abstract: The study's goal was to see how the cooperative learning model STAD type aided by interactive learning media in terms of students' understanding of mathematical concepts in algebra material at SMP Negeri 1 Suwawa. With 25 students per class were determined using the experimental research post-test only control group design with two classes as a research sample and simple random sampling. As a result, students' ability to understand mathematical concepts in the STAD type cooperative class is higher than in the control class's direct learning model. This is demonstrated by the mean value of students' ability to understand mathematical concepts in the STAD type cooperative model class, which is 70.36 compared to 63.48 in the control class. The inferential analysis using the t test revealed that H0 was rejected because tcount = 1.916 > ttable = 1.68.
To summarize, the ability of students' concepts in the STAD type cooperative model class assisted by articulate storyline media is greater than in the direct learning model class.
Keywords: Interactive learning media; STAD; Understanding of mathematical concepts
How to cite: Mahadi, A., Machmud, T., Pauweni, K. A. Y. (2023). The effect of cooperative model type STAD assisted by interactive learning media on students' understanding of mathematical concepts.
Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 51-57.
https://doi.org/10.30738/union.v11i1.13834
INTRODUCTION
Learning mathematics from elementary school to university needs serious attention. This is because the role and contribution of mathematics, among other things, is as a basic science in the development of science and as a tool to help solve problems in everyday life (Baina et al., 2022). Therefore, efforts must be made in implementing gradual and sustainable mathematics learning in the world of education in question.
Understanding the concept as a whole is an important part of the process of learning mathematics. This is because mathematics is a structured science, that is, one concept is related to other concepts and even becomes a prerequisite for the next concept. Students should understand the concept as a whole so that the concepts that are known are not only memorized (Pauweni et al., 2019; Septian et al., 2022). Through this complete understanding students are able to solve mathematical problems in a directed and structured manner (Yanuar et al., 2019), and will be able to solve problems efficiently, flexibly and precisely. This understanding is shown through the ability to show the interrelationships and relationships between concepts, as well as applying concepts in solving problems (Puspa et al., 2019). This means that students are required to first understand a concept comprehensively before being able to solve a problem or apply the concept to the real world. A student is considered to have
a complete understanding of the concept if it fulfills several indicators of understanding the concept itself. The indicators referred to in this study were synthesized from various opinions including indicators: 1) fully re-expressing a concept, 2) mathematical objects are classified according to certain characteristics and characteristics, 3) the use of a concept in a problem- solving algorithm according to certain characteristics (Puspa et al., 2019; Rahayu et al., 2020;
Septian et al., 2022; Sari et al., 2023).
Several studies have shown that when learning mathematics students' understanding is still weak. Students tend to be attached to the practice questions they learn. So, students find it difficult if the questions/problems are different from what they are studying (Septian et al., 2022). This also applies to the material taught in junior high school, one of which is algebra.
Algebra is one of the materials that is often problematic in every education unit (Sari & Sabrina, 2020). The same thing was found in the Junior High School in Suwawa, namely students did not understand a given problem/problem, had difficulty in systematically manipulating algebra so that they could not solve and conclude the given mathematical problem (Usman et al., 2021) Several studies have shown that when learning mathematics students' understanding is still weak. Students tend to be attached to the practice questions they learn. So, students find it difficult if the questions/problems are different from what they are studying (Septian et al., 2022). This also applies to the material taught in junior high school, one of which is algebra.
Algebra is one of the materials that is often problematic in every education unit (Sari & Sabrina, 2020). The same thing was found in the Junior High School in Suwawa, namely students did not understand a given problem/problem, had difficulty in systematically manipulating algebra so that they could not solve and conclude the given mathematical problem (Usman et al., 2021) What can be done from a learning perspective is intervention through a relevant learning design with the help of interactive learning media. The interactive media that is presented is to support the learning process that is carried out so that learning will be of higher quality (Hafidha et al., 2022). The model applied is the STAD type cooperative model assisted by articulate storyline learning media. This model encourages student participation to work together in building their knowledge to understand the concept of learning material so that learning becomes meaningful and fun (Ntjalama et al., 2020). Even this model is effectively applied to achieve learning outcomes according to predetermined targets (Hawa et al., 2020), especially in increasing students' understanding of mathematical concepts (Rahayu et al., 2020). The same thing also happened to the implementation of this model in learning surface area material (Sudarsana, 2021). Meanwhile, related to the use of media, student activities in learning will be effective and optimal when using learning media (Usman et al., 2022). This study combines the STAD type cooperative model with interactive multimedia and looks at the effect on students' ability to understand mathematical concepts.
METHOD
The design of this experimental research was a posttest-only control group design involving 50 students at SMP Negeri 1 Suwawa in a total of 50 students spread over two classes who were selected using the simple random sampling technique in odd periods of the 2022/2023 school year. The experimental class applied the STAD type cooperative model assisted by interactive learning media, while the comparison class used the direct learning model by giving a post-test to assess students' mathematical understanding abilities. The test device in the form of an essay test was previously tested for its validity and reliability.
RESULTS AND DISCUSSION Research Result Data
Descriptive data on students' conceptual understanding skills are presented in Table 1.
Based on the data in Table 1, it appears that the difference between the experimental class and the control class is the difference between the mean of 7.24, the median of 6.45, the mode
of 4.08. Judging from the difference in standard deviation and variance, the experimental class has a smaller distribution of data. Before testing the hypothesis through the t test, the data normality (Liliefors test) and data homogeneity (F test) were tested first. At a significant level of 0.05, for both groups the data obtained for the two groups were normally distributed, as shown in Table 2.
Table 1. Concept Understanding Data Description Data/ Source N Score
Min Score
Max Mean
𝑥̅ Median Modus Dev.
Std. Varians Experiment
class 25 35 82 69,54 71,95 73,15 10,66 113,707
Control class
25 21 80 62,3 65,5 69,07 13,759 189,333
Table 2. Normality Test Results
Class N Lcount Ltable
Experiment 25 0,167147 0,173
Control 25 0,120692 0,173
Furthermore, based on homogeneity testing (Table 3), both classes are homogeneous.
Table 3. Homogeneity Test
Class N Dk Fcount Ftable Result
Experiment 25 24 1,584 1,98. Homogen
Control Homogen
After being tested for normality and homogeneity, it is followed by testing the hypothesis through the t test. The calculation results are in Table 4.
Table 4. Hypothesis Test Results (t test)
Class Average Varians Dk 𝑡𝑐𝑜𝑢𝑛𝑡 𝑡𝑡𝑎𝑏𝑙𝑒
Experiment 70,36 124,823 48 1,916 1,68
Control 63,48 197,677
Table 4 depicts that for α = 0.05, tcount = 1,916 > ttable = 1,68 this means rejecting H0, which means that the STAD type cooperative learning model has caused students' understanding of mathematical concepts to be higher than direct learning.
Discussion
At the beginning of the implementation of learning in the classroom the teacher outlines the learning objectives along with providing motivation so that the learning process is more structured and runs smoothly. In classes that apply the STAD type cooperative model, the teacher conveys that learning is preceded by conveying the learning objectives contained in the learning media so that students' attention is more focused on the concepts to be explained.
The teacher also provides motivation to students by conveying the benefits of learning algebra which is related to students' daily lives through videos on this media. After giving this motivation the teacher asked if there were other examples that students could give besides the examples that have been described, there were some students who were able to provide examples related to algebraic material in everyday life. From these activities it can be seen that students are able to re-express the concept of learning material related to the explanation given by the teacher. A different situation occurred in the control class. It can be seen that students are less enthusiastic, some students tell stories with their peers and pay less attention
to the teacher's delivery. This can happen because there is no interactive media that is presented, causing a lack of interest in students learning mathematics and considering mathematics as a difficult subject (Juhaeroh 2021). In this case, what teachers can do is to activate students in learning so that the learning situation is more conducive, namely through the maximum use of media (Machmud et al., 2022)
The next activity is forming groups/teams, in some study groups consisting of 4-5 students randomly. The division of this group is formed so that students can jointly discuss and work to complete assignments in Student Worksheets (LKPD) regarding the application of algorithms in solving problems. Problem solving activities require high ability, thoroughness and teamwork so that problems can be solved based on a comprehensive understanding of mathematical concepts through systematic and structured problem-solving algorithm procedures (Septian et al., 2020).
After the group is formed, the next stage is the presentation of the material by the teacher.
In classes that apply the STAD type cooperative model the teacher delivers learning material assisted by interactive media. The teacher displays the learning material contained in the media equipped with an explanatory video on the topic discussed, students are asked to pay serious attention, record the important concepts they understand. In the next session, if something is not understood, a question and answer session will be opened regarding the presentation of the learning topic. This is intended to develop their understanding abilities so that they can express concepts based on their own understanding.
In contrast to the class that applies the direct learning model, the teacher conveys the material by demonstrating the material being discussed and giving space to ask questions if something is not understood. But after being given the opportunity to ask these questions, not many students asked, responded and even responded to questions given by the teacher. In this model it appears that the teacher's dominance so that students only act as recipients of material, playing with their friends when given questions, students lack enthusiasm in learning (Siregar, 2017). As a result, when students are asked questions, they are unable to restate the concept of the material they have learned.
At the team/group collaboration stage, students in classes that apply the STAD type cooperative model are distributed student worksheets (LKPD) and then directed to jointly solve the questions on the LKPD in their groups. The next session was a presentation and question and answer session between groups. In this group work activity, it has triggered students to mutually reinforce the conceptions they have understood and motivate each other to be able to understand and master the concept of subject matter individually. Each group member must be able to solve questions according to the directions given, be able to restate the concept of material they have learned, group questions based on their type and nature and be able to group questions based on algorithms in problem solving. The ability to understand concepts can be seen from the performance of students who are able to apply and link these three things (Wijaya, 2017). This situation turned out to be in the control class, namely the direct learning model, which was somewhat different, in that there were only a few group members who were active, helped each other and were seen discussing in working on the questions given, while there were also groups whose members were seen telling stories while others were trying to solve the problems given.
The next stage is giving a quiz/evaluation. In classes that apply the STAD type cooperative model, evaluation questions are given through the help of interactive learning media that are worked on individually to measure students' ability to understand and master concepts, especially in restating the concept of material they have studied, grouping questions based on type and nature, and grouping questions based on algorithms in solving problems. In the class that applies the STAD type cooperative model students are seen to be active in asking questions that they do not understand, but most students are already independent in working on the questions given. The difference is that in the control class the direct learning model students seem less enthusiastic in working on the questions given, some students feel forced
to work on the questions, and when working on the questions they don't ask the teacher but ask their friends. In this situation there is a lack of students' understanding of the material being taught (Abdullah et al., 2021). The benefit of this activity is that the teacher can find out students who only rely on their friends in learning. Thus, teachers can guide their students to be more responsible for what they learn. Next, the calculation of each score obtained by each individual is carried out based on the acquisition of each score obtained from the group and then added to the respective scores obtained.
After giving the next quiz is to convey the conclusion. In classes that apply the STAD type cooperative model the teacher asks several students representing each group member to come forward in front of the class to conclude regarding the material they have learned. Other students provide feedback and input regarding what was conveyed by their friends, then the teacher reinforces the concepts that have been put forward by these students. The difference is in the control class, in this session the teacher dominates to conclude while the students are seen only listening and taking notes on what the teacher says. Lack of student confidence to express their opinions directly. Therefore, so that the level of student confidence appears, the teacher needs to provide motivation to encourage students to be confident and not nervous when expressing their opinions (Hidayati & Savira, 2021).
The use of multimedia interactive learning in the STAD type cooperative model is an important instrument in this study. Related to this, what needs to be observed during the learning process is when delivering material that is displayed through multimedia and there is an explanatory video about the material and discussion of sample questions so that students are more interested in learning. Likewise, there is giving quizzes/evaluations through the media by displaying evaluation questions one by one, while students are given 10 minutes to answer each 1 quiz question with the duration of working on the questions given the same time. These things make students interested in learning, students are more focused and pay attention to explanations about the material and attract more attention and enthusiasm for student learning. This is reinforced by the opinion put forward (Suseno et al., 2022) that improvement, understanding, and students' knowledge of learning materials can be facilitated by learning media. In this case the media is able to attract students' attention, make the learning atmosphere more fun, increase student learning interest, and students' views are more focused on the subject matter. In contrast to the direct learning model, in the teaching and learning process students tend to appear not to pay serious attention to the teacher's presentation.
They are only busy taking notes, following the teacher's explanation, receiving, storing in memory and carrying out activities according to what they see, so that their understanding of mathematical concepts is not good. In this model the teacher is very dominant and students are passive, playing with their friends when given questions, lacking enthusiasm in learning (Marbun, 2020). As a result, students do not master and understand the concepts of the material discussed. Based on this study, the use of the STAD type cooperative model assisted by interactive learning media contributed to students' conceptual understanding abilities.
Through this model students are enthusiastic in developing their own capacity and knowledge to understand the concepts of learning material.
CONCLUSION
The results of this study illustrate that there is an effect of the learning model on the ability to understand mathematical concepts of students who apply the STAD type cooperative model when compared to the direct learning model. This can be seen from the acquisition of an average score of the ability to understand mathematical concepts of students who apply the STAD type cooperative learning model, which is higher, namely 70.36, compared to the average score of students who apply the direct learning model, which is equal to 63.48.
Likewise the results of the inferential analysis through the t test obtained that H0 was rejected according to the testing criteria tcount = 1,916 > ttable = 1,68, so it can be concluded that students' conceptual comprehension skills in classes that apply the STAD type cooperative model
assisted by articulate storyline media are higher than those in classes that apply the direct learning model.
REFERENCES
Abdullah, A, W., Isa, D. R, & Podungge, N. F., (2021). Analisis Hasil Belajar Matematika Siswa Pada Materi Matriks Melalui Pembelajaran Berbasis E-Learning. Jurnal Ilmiah Matematika, Sains Dan Teknologi, 9(1), 1-5.
https://doi.org/10.34312/euler.v9i1.10325
Baina, N., Machmud, T., & Abdullah, A, W. (2022). Deskripsi Kemampuan Pemahaman Konsep Matematika Siswa Pada Materi Sistem Persamaan Linear Tiga Variabel. Jambura Journal of Mathematics Education, 3(1), 28-37.
https://doi.org/10.34312/jmathedu.v3i2.16388
Hafidha, I. Z., Fauziyah, N., & Suryanti, S. (2022). Pengembangan Media Pembelajaran Interaktif Berbasis Articulate Storyline Untuk Meningkatkan Self-Regulated Learning. UNION: Jurnal Ilmiah Pendidikan Matematika, 10(2), 205–216. https://doi.org/10.30738/union.v10i2.12529
Hawa, S., Istiqomah, & Setiana, D. S. (2020). Efektivitas Model Pembelajaran STAD (Student Teams Achievement Division) terhadap Hasil Belajar Matematika. UNION: Jurnal Pendidikan Matematika, 8(3), 345–355.
https://doi.org/10.30738/union.v8i3.7969
Hidayati, S. R. N., & Savira, S. I. (2021). Hubungan Antara Konsep Diri Dan Kepercayaan Diri Dengan Intensitas Penggunaan Media Sosial Sebagai Moderator Pada Mahasiswa Psikologi Universitas Negeri Surabaya.
Character: Jurnal Penelitian Psikologi, 8(03),1-11.
https://ejournal.unesa.ac.id/index.php/character/article/view/41122
Juhaeroh, A. (2021). Penerapan Model Pembelajaran Kooperatif Tipe STAD Dengan Media Software Pesona Edu Untuk Meningkatkan Prestasi Belajar Matematika Siswa. Teorema: Teori Dan Riset Matematika, 6(1), 107-116.
http://dx.doi.org/10.25157/teorema.v6i1.4982
Machmud, T., Sartika, S., Achmad, N. (2022). Pengembangan Media Pembelajaran Berbasis Articulate Storyline Materi Statistika Dan Peluang Kelas VIII SMP. Vygotsky: Jurnal Pendidikan Matematika Dan Matematika, 4(2), 67-68.
https://doi.org/10.30736/voj.v4i2.497
Marbun, F, M. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP. Jurnal Pendidikan Matematika, 2(1), 45.
Ntjalama, M, K., Murdiyanto, T., & Meiliasari. (2020). Pengaruh Model Pembelajaran Kooperatif Tipe Stad Berbantuan Media Kahoot! Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Sman 4 Bekasi.
Jurnal Riset Pendidikan Matematika, 2(2), 13-20.
Pauweni, A, Y, K., Usman, K., Abdullah, A, W, & Rusydiy. (2019). Deskripsi Pemahaman Konsep Pada Materi Bangun Ruang Sisi Lengkung. Jurnal Ilmiah Matematika, Sains Dan Teknologi. 7(2), 37-44.
https://doi.org/10.34312/euler.v7i2.10336
Puspa, A, N., Sutiarso, S., & Asnawati, R. (2019). Pengaruh Penerapan Pembelajaran Kooperatif Tipe STAD Terhadap Pemahaman Konsep Matematika Siswa. Jurnal Pendidikan Matematika, 7 (3), 423-432.
Rahayu, Y, E., Purwanto, S., & Meiliasari. (2020). Pengaruh Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Berbasis Mind Mopping Terhadap Kemampuan Pemahaman Konsep Matematis Peserta Didik Di SMP Negeri 232 Jakarta. Jurnal Riset Pendidikan Matematika Jakarta. 2(2),50-58.
Sari, L. M., Sutirna, & Firmansyah, D. (2023). Analisis Kemampuan Pemahaman Konsep Matematis Berdasarkan Gaya Belajar Siswa. JPMI (Jurnal Pembelajaran Matematika Inovatif), 6(1), 207–218.
http://dx.doi.org/10.22460/jpmi.v6i1.14034
Sari, N. W., & Sabrina, N. D. (2020). Upaya Mengatasi Kesulitan-Kesulitan Siswa Pada Materi Aljabar Melalui Model Pembelajaran Inquiri. SIGMA (Suara Intelektual Gaya Matematika), 12(1), 55–59.
https://doi.org/10.26618/sigma.v12i1.3920
Septian, A., Agustina, D., Maghfirah, D. (2020). Model Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) Untuk Meningkatkan Pemahaman Konsep Matematika. Mathema Jurnal, 2(2), 10-22.
https://doi.org/10.33365/jm.v2i2.652
Septian, A., Monariska, E., & Yunita, E. (2022). Penerapan Media YouTube untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa. Union: Jurnal Ilmiah Pendidikan Matematika, 10(3), 319–330.
https://jurnal.ustjogja.ac.id/index.php/union/article/view/12817
Siregar, J. T., (2017). Peningkatakan Kemampuan Pemecahan Masalah Matematis Siswa SMP Percut Sei Tuan Melalui Pembelajaran Kooperatif Tipe STAD. Jurnal Matematics Paedagogic, 2(1),1-7.
https://doi.org/10.36294/jmp.v2i1.115
Sudarsana, I. K. G. (2021). Penerapan pembelajaran kooperatif tipe STAD untuk meningkatkan hasil belajar matematika. Indonesian Journal of Educational Development, 2(1), 176-186.
https://doi.org/10.5281/zenodo.4781885
Suseno, U. P., Ismail, Y., & Ismail, S. (2020). Pengembangan Media Pembelajaran Matematika Video Interaktif Berbasis Multimedia. Jambura Journal Of Mathematics Education, 1(2),59-74.
https://doi.org/10.34312/jmathedu.v1i2.7272
Usman, K., Uno, H. B., Oroh, F. A., & Mokolinug, R. (2021). Analisis Kemampuan Berpikir Kritis Matematis Siswa Pada Materi Pola Bilangan. Jambura Journal of Mathematics Education, 2(1), 15–20.
https://doi.org/10.34312/jmathedu.v2i1.10260
Usman, P., Yahya, L., Bito, N., Takaendengan, R. B. (2022). Efektivitas Pembelajaran Matematika Menggunakan Multimedia Pada Materi Kerucut. Jambura Jurnal Of Mathematics Education, 3(2),100-106.
https://doi.org/10.34312/jmathedu.v3i2.10628
Wijaya, P, A. (2017). Gaya Kognitif Fiel Dependent dan Tingkat Pemahaman Konsep Matematis Antara Model Pembelajaran Langsung dan STAD. Jurnal Ilmiah Edukasi Matematika, 3(1),21-38.
https://doi.org/10.31316/j.derivat.v3i2.713
Yanuar., Sukmawati, I, K., & Arifin, S. (2019). Penerapan Model Student Teams Achievement Division Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas VIII. Union: Jurnal Ilmiah Pendidikan Matematika, 7(1), 60. https://doi.org/10.30738/union.v7i1.3151
