Application of the STAD Type Cooperative LearningModel with the SETS Approach to Student LearningOutcomes at Arosbaya Middle School

Abstract

This research aims to describe the implementation of the STAD type cooperative
learning model with the SETS approach, student learning outcomes, and student
responses after participating in the teaching and learning process. This type of
research is pre-experimental, using one class as the research target, namely class
VIII-i with 34 students. The research design used is a one shot case study design. The
research was carried out over three meetings, with two meetings for the teaching
and learning process, and one meeting for tests on students' cognitive and
psychomotor learning outcomes. The observation results show that the
implementation of the STAD type cooperative learning model with the SETS
approach on household chemicals material has been managed according to syntax
in the very good category (89%). The learning outcomes for the cognitive aspect
have successfully completed 30 students (88.2%), while 4 students (11.8%) did not
complete it. Based on the results of the normality test, it was found that the class
had a normal distribution with χcount<χtable (9.5<11.07) with α=0.05. Based on the
one-party t test, it was found that tcount > ttable (α=0.05), with tcount of 4.96 and
ttable of 1.70. This shows that the application of the STAD type cooperative model
with the SETS approach to household chemicals material can improve student
learning outcomes. Students' performance skills observed through the
psychomotor aspect showed the very good category (90.8%) and the affective
aspect showed the good category (84.5%). Based on the results of the
questionnaire, it is known that students responded positively to the learning that
took place with very good criteria (95.3%).