Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis
Authors: Hasibuan Lily Rohanita , Marsiani Marsiani 
Published: August 2021

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif Student Teams Achievement Divisions (STAD) terhadap kemampuan pemahaman konsep matematika siswa. Penelitian dilaksanakan di SMA Negeri 2 Torgamba. Jenis penelitian kuantitatif dengan metode kuasi eksperimen dan desain penelitian One-Group Pretest-Posttest Design. Sampel dalam penelitian ini adalah siswa kelas X2 yang berjumlah 40 siswa dengan menggunakan instrumen tes tipe uraian sebanyak 5 soal. Data diperoleh dari hasil tes yang diberikan kepada siswa berupa soal pretest yang diberikan sebelum proses pembelajaran dan posttest yang diberikan diakhir proses pembelajaran. Nilai siswa sebelum diberi perlakuan dengan nilai tertinggi 47, nilai terendah 19 dengan rataan 35,125 dan standar deviasinya 5,69. Sedangkan setelah diberi perlakuan menggunakan model pembelajaran problem posing terdapat peningkatan yaitu nilai tertinggi 48, nilai terendah 21 dengan rataan 37,075 dan standar deviasinya 6,05 Secara umum siswa kelas X2 setelah diberi perlakuan mengalami peningkatan. Analisis data menggunakan uji Paired Samples T-Test, berdasarkan analisis data tersebut diperoleh nilai thitung>ttabel yaitu 13,250 > 2,02 berarti ada perbedaan yang signifikan dari pengukuran data pretest dan posttest. Maka Ha diterima dan dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Kooperatif Student Teams Achievement Divisions (STAD) terhadap kemampuan pemahaman konsep matematika siswa pada materi Sistem Persamaan Linear Dua Variabel. Didukung dengan hasil data angket respon siswa terhadap minat belajar dengan model pembelajaran Kooperatif Student Teams Achievement dengan rataan 82 (41 %) dalam katagori sangat setuju. Hal ini menunjukan respon siswa terhadap model pembelajaran Student Teams Achievement Divisions (STAD) tergolong baik terutama pada materi sistem persamaaan linear dua variabel.The purpose of this study was to determine the effect of the Student Teams Achievement Divisions (STAD) cooperative learning model on students' ability to understand mathematical concepts. The research was conducted at SMA Negeri 2 Torgamba. This type of research is quantitative with a quasi-experimental method and research design is One-Group Pretest-Posttest Design. The sample in this study was class X2 students, totaling 40 students using a description type test instrument with 5 questions. Data obtained from the results of tests given to students in the form of pretest questions given before the learning process and posttest given at the end of the learning process. The student's score before being treated with the highest score was 47, the lowest score was 19 with a mean of 35.125 and a standard deviation of 5.69. Meanwhile, after being treated using the problem posing learning model, there was an increase, namely the highest score was 48, the lowest score was 21 with an average of 37,075 and a standard deviation of 6.05. In general, students of class X2 after being given treatment experienced an increase. Data analysis used the Paired Samples T-Test, based on the analysis of the data, the value of tcount > ttable was 13.250 > 2.02, meaning that there was a significant difference between the pretest and posttest data measurements. Then Ha is accepted and it can be concluded that there is an effect of the Cooperative Student Teams Achievement Divisions (STAD) learning model on the ability to understand students' mathematical concepts in the material for the Two Variable Linear Equation System. Supported by the results of questionnaire data on student responses to interest in learning with the Cooperative Student Teams Achievement learning model with an average of 82 (41%) in the category of strongly agree. This shows that the student's response to the Student Teams Achievement Divisions (STAD) learning model is quite good, especially on the material of a two-variable linear equation system.