Efektivitas Pembelajaran Student Teams Achievement Division (STAD) Berbantuan Damdas Terhadap Pemahaman Konsep Matematis Siswa SMP

Abstract

This study aims to determine the effectiveness of Student Teams Achievement Division (STAD) learning assisted by Damdas on the mathematical concept understanding of junior high school students. This research is a quantitative study with a Posttest-Only Control Design. The population in this study consists of seventh-grade students at SMP Negeri 4 Semarang. Using cluster random sampling technique, two classes were randomly selected as samples: class VII A as the experimental class and class VII B as the control class. Data collection techniques include observation, tests, and documentation. Data analysis techniques used in this study involve two stages: initial data analysis and final data analysis. The initial data analysis includes normality test, homogeneity test, and two-tailed t-test. The final data analysis includes normality test, homogeneity test, learning mastery test, simple regression test, and two-tailed t-test. The results of this study indicate that Student Teams Achievement Division (STAD) learning assisted by Damdas is effective in enhancing junior high school students' understanding of mathematical concepts. This is evidenced by the fulfillment of the three indicators of learning effectiveness: 1) Students' ability to understand mathematical concepts using STAD learning assisted by Damdas reaches the Minimum Completeness Criteria (KKM). 2) There is an influence of student activeness on the ability to understand mathematical concepts using STAD learning assisted by Damdas. 3) Students' ability to understand mathematical concepts using STAD learning assisted by Damdas is better than that of students using conventional learning methods.