Improving Students' Learning Motivation and Mathematics Learning Outcomes Through the Implementation of the STAD Cooperative Learning Model in Grade II Elementary School
Abstract
This study aimed to improve the learning motivation and mathematics learning outcomes of second-grade students at SD Muhammadiyah Sapen Yogyakarta through the application of the Student Teams Achievement Divisions (STAD) cooperative learning model. The study was motivated by students' low learning motivation, limited active participation in the learning process, and low mathematics learning outcomes, particularly in measurement materials. This research was a Classroom Action Research (CAR) employing the Kemmis and McTaggart model, implemented in two cycles each consisting of planning, action, observation, and reflection phases. The study involved 35 students of Grade II Al Misri as subjects. Data were collected through observation, questionnaires, tests, and documentation. The results showed that the STAD cooperative learning model effectively improved students' learning motivation from 67.71% in the pre-action stage to 80.14% in Cycle I and 80.71% in Cycle II. Learning outcomes similarly improved from a mean score of 70.86 with 37.14% classical mastery in the pre-action stage, to 79.00 with 54.29% in Cycle I, and further to 83.14 with 82.86% classical mastery in Cycle II. These findings confirm that the STAD model is effective in improving both learning motivation and mathematics learning outcomes among second-grade elementary school students.
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DOI: http://dx.doi.org/10.18415/ijmmu.v13i8.7560
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