The Effect of STAD Model on Students’ Critical Thinking in Grade XI Economics at SMA Negeri 1 Cibingbin

Layla Novitasari, Dadang Dahlan

Abstract


This study was conducted due to the low critical thinking skills of Grade XI Economics students at SMA Negeri 1 Cibingbin, as identified from the results of a preliminary test. The purpose of this research was to determine the effect of applying the cooperative learning model using the Student Teams Achievement Division (STAD) technique on students’ critical thinking skills in economics, specifically on the topics of the Theory of Demand and Supply of Money, Price Index, and Inflation. The research used a quasi-experimental method with a nonequivalent control group design. The instrument used was an essay test, and hypothesis testing was conducted using parametric statistical tests: paired sample test and independent sample test with SPSS 26. The results showed a significant difference in the critical thinking skills of students in the experimental class before and after the implementation of the STAD model. In addition, a significant difference was also found between the experimental class and the control class that used a varied lecture method, with the experimental class achieving higher critical thinking scores. These findings prove that the implementation of the STAD cooperative learning model has a positive influence on students’ critical thinking skills, supporting the use of student-centered and collaborative learning approaches in improving the quality of economic education.


Keywords


Cooperative Learning Model, Critical Thinking Skills, Economics Education, Student Teams Achievement Division (STAD), Students

Full Text:

PDF

References


Berg, E., & Lepp, M. (2023). The meaning and application of student-centered learning in nursing education: An integrative review of the literature. Nurse Education in Practice, 69, 103622. https://doi.org/10.1016/j.nepr.2023.103622

Bonache, H., Lorenzo, M., & Rosales, C. (2025). Strategies to optimise active learning and reduce social loafing. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2025.2451788

Cai, L., & Song, H. (2024). Interactive learning environment as a source of critical thinking skills for college students. BMC Medical Education, 24. https://doi.org/10.1186/s12909-024-05247-y

Cavaletto, G., & Miglietta, A. (2024). Cooperative and competitive learning as transformative factors of educational processes for extracurricular skill enhancement. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1388937

Christine, A. F., Nainggolan, Y., Wiryono, S., Hakam, L. I., & Hakam, D. F. (2024). Environmental, social, and governance (ESG) impact on corporate financial strategy of energy and utilities companies. SSRN. https://doi.org/10.2139/ssrn.4728055

Christman, E., Miller, P., & Stewart, J. (2024). Beyond normalized gain: Improved comparison of physics educational outcomes. Physical Review Physics Education Research. https://doi.org/10.1103/physrevphyseducres.20.010123

Dekker, T. (2020). Teaching critical thinking through engagement with multiplicity. Thinking Skills and Creativity, 37, 100701. https://doi.org/10.1016/j.tsc.2020.100701

Deslauriers, L., McCarty, L., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116, 19251–19257. https://doi.org/10.1073/pnas.1821936116

Dumitru, D., Minciu, M., Mihaila, R., Livinţi, R., & Paduraru, M. (2023). Experimental programs of critical thinking enhancement: A worked-based, blended learning higher education curriculum for economics. Education Sciences. https://doi.org/10.20944/preprints202309.2105.v1

Dwyer, C., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68, 17–35. https://doi.org/10.1007/S11423-019-09659-2

Elezaj, E., & Kuqi, B. (2023). Quantitative strategic planning matrix as a superior strategic management tools and techniques in evaluating decision alternatives. MENDEL. https://doi.org/10.13164/mendel.2023.2.090

Feyzi-Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51, 1907–1919. https://doi.org/10.1111/BJET.13036

Ghufron, S., Nafiah, N., Syahruddin, S., Kaswadi, K., & Mustofa, M. (2023). The effect of STAD-type cooperative learning based on a learning tool on critical thinking ability in writing materials. International Journal of Instruction. https://doi.org/10.29333/iji.2023.1614a

Hakam, D. F., Haryadi, F. N., Indrawan, H., Hanri, M., Hakam, L. I., Kurniawan, O., & Purnomoadi, A. P. (2024). Analyzing current trends in career choices and employer branding from the perspective of millennials within the Indonesian energy sector. Energies, 17(11), 2570. https://doi.org/10.3390/en17112570

Hakam, D. F., & Hakam, L. I. (2024). Sustainability in small and medium sized enterprises (SME) financing. Development and Sustainability in Economics and Finance, Article 100031. https://doi.org/10.1016/j.dsef.2024.100031

Hakam, S. L., Rahayu, A., Wibowo, L. A., Hakam, L. I., Nugroho, M. A., & Fuadi, S. S. (2024). Compliance Behavior in Environmental Tax Policy. Journal of Risk and Financial Management, 17(12), Article 542. https://doi.org/10.3390/jrfm17120542

Ismailoglu, F. (2021). Aggregating user preferences in group recommender systems: A crowdsourcing approach. Decision Support Systems, 152, 113663. https://doi.org/10.1016/j.dss.2021.113663

Isohätälä, J., Näykki, P., & Järvelä, S. (2020). Cognitive and socio-emotional interaction in collaborative learning: Exploring fluctuations in students’ participation. Scandinavian Journal of Educational Research, 64, 831–851. https://doi.org/10.1080/00313831.2019.1623310

Knoche, H. (2022). Thinking about cooperative learning: The impacts of epistemic motives and social structure on cooperative learning environments. The International Journal of Management Education. https://doi.org/10.1016/j.ijme.2022.100643

Kotzebue, L., Meier, M., Finger, A., Kremser, E., Huwer, J., Thoms, L., Becker, S., Bruckermann, T., & Thyssen, C. (2021). The framework DiKoLAN (Digital Competencies for Teaching in Science Education) as basis for the self-assessment tool DiKoLAN-Grid. Education Sciences. https://doi.org/10.3390/educsci11120775

Li, X., Lin, X., Zhang, F., & Tian, Y. (2022). What matters in online education: Exploring the impacts of instructional interactions on learning outcomes. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.792464

Malek, S., Sarin, S., & Haon, C. (2020). Extrinsic rewards, intrinsic motivation, and new product development performance. Journal of Product Innovation Management. https://doi.org/10.1111/jpim.12554

O’Connor, K. (2020). Constructivism, curriculum and the knowledge question: Tensions and challenges for higher education. Studies in Higher Education, 47, 412–422. https://doi.org/10.1080/03075079.2020.1750585

Park, S., & Carroll, G. (2024). Towards expansive model-based teaching: A systematic synthesis of modelling pedagogies in science education literature. Studies in Science Education. https://doi.org/10.1080/03057267.2024.2417157

Ramírez-Montoya, M., Castillo-Martínez, I., Sanabria-Z, J., & Miranda, J. (2022). Complex thinking in the framework of Education 4.0 and open innovation—A systematic literature review. Journal of Open Innovation: Technology, Market, and Complexity. https://doi.org/10.3390/joitmc8010004

Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015). Group-level formative feedback and metadiscourse. International Journal of Computer-Supported Collaborative Learning, 10, 309–336. https://doi.org/10.1007/s11412-015-9219-x

Supratman, S., Zubaidah, S., Corebima, A., & Ibrohim, I. (2021). The effect size of different learning on critical and creative thinking skills of biology students. International Journal of Instruction. https://doi.org/10.29333/IJI.2021.14311A

Tan, V., Omar, N., Marsilla, K., Alwi, N., Hadie, S., & Lim, H. (2021). COVID-19 disruptions in health professional education: Use of cognitive load theory on students' comprehension, cognitive load, engagement, and motivation. Frontiers in Medicine, 8. https://doi.org/10.3389/fmed.2021.739238

Tarchi, C., & Mason, L. (2020). Effects of critical thinking on multiple-document comprehension. European Journal of Psychology of Education, 35, 289–313. https://doi.org/10.1007/S10212-019-00426-8

Tedla, Y., & Chen, H. (2024). The impacts of computer-supported collaborative learning on students' critical thinking: A meta-analysis. Education and Information Technologies, 30, 1487–1516. https://doi.org/10.1007/s10639-024-12857-y

Verma, R., Devi, M., Bishnoi, S., & Jain, R. (2022). Critical thinking process and its effect on engineering. World Journal of English Language. https://doi.org/10.5430/wjel.v12n3p149

Wolgemuth, J., Hicks, T., & Agosto, V. (2017). Unpacking assumptions in research synthesis: A critical construct synthesis approach. Educational Researcher, 46, 131–139. https://doi.org/10.3102/0013189X17703946

Wulandari, S., Asrori, M., & Setyaningsih, E. (2018). Improving students’ reading ability through student teams achievement divisions (STAD). English Education. https://doi.org/10.20961/eed.v6i3.35893

Yang, X. (2023). A historical review of collaborative learning and cooperative learning. TechTrends, 1–11. https://doi.org/10.1007/s11528-022-00823-9

Yulianti, M., Subagyo, S., Sujarwo, S., Wahyudi, A., Rubiyatno, R., Suganda, M., Suryadi, D., & Bastian, R. (2024). STAD-type cooperative learning model and conventional learning model: A comparative study on the learning outcomes of basic volleyball lower passing techniques. Retos. https://doi.org/10.47197/retos.v55.103770

Zhang, Y., Bian, Y., Cao, X., Tang, W., & Li, Q. (2023). Intuition or rationality: Impact of critical thinking dispositions on the cognitive processing of creative information. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2023.101278




DOI: https://doi.org/10.17509/jpei.v7i2.82560

Refbacks

  • There are currently no refbacks.


Lisensi Creative Commons

The Jurnal Pendidikan Ekonomi Indonesia is Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0 .


Analisis Web Lihat Statistik Saya