The Implementation of the STAD Cooperative Learning Model to Improve Long Division Skills Among Sixth-Grade Students at SDN Dlemer 1

Abstract

This study aims to improve the long multiplication skills of sixth-grade students at SDN Dlemer 1 through the application of the Student Teams Achievement Division (STAD) cooperative learning model supported by instructional media. This study employed the Classroom Action Research (CAR) method, conducted over two cycles, with 32 sixth-grade students as the research subjects. Each cycle included the planning, implementation, observation, and reflection stages. Data collection techniques were conducted through observation, achievement tests, interviews, and documentation. The data were analyzed using quantitative descriptive methods by calculating the percentage of learning activities and student achievement in each cycle. The results of the study indicate that the implementation of the STAD Cooperative Learning model supported by learning media is effective in enhancing student learning activities and outcomes. Student learning activities improved across various aspects, such as attention, engagement, cooperation, participation, presentation skills, comprehension, and independent learning. Additionally, the rate of mastery of learning outcomes increased from 56% in Cycle I to 72% in Cycle II. This improvement occurred because the STAD model encourages students to learn collaboratively through group discussions and individual responsibility, while the learning media helps students understand the steps of long multiplication as applied to calculating the volume of a cube in a more concrete way. Thus, the STAD-type Cooperative Learning model, supported by learning media, can serve as an effective alternative for teaching mathematics to enhance the engagement and learning outcomes of elementary school students.