Implementasi Model STAD Berbantuan Media Papan dalam Meningkatkan Hasil Belajar Matematika Materi Bilangan Cacah Kelas 3

Vera Tri Astuti, vera Nalia

Abstract

Mathematics learning in elementary schools requires active and meaningful experiences to help students understand abstract concepts. Initial observations at SDN 3 Metro Pusat showed that third-grade students experienced difficulties in understanding place value, comparing, and ordering whole numbers. This study aimed to improve students’ mathematics learning outcomes through the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning model assisted by concrete board media. This classroom action research involved 26 students and was conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through learning outcome tests and observations. The results showed consistent improvement in students’ learning outcomes. The mean score increased from 62.31 in the pretest to 70.38 in Cycle I, 78.08 in Cycle II, and 82.69 in the posttest. Learning mastery increased from 30.77% to 57.69%, 76.92%, and 88.46%, respectively. These findings indicate that integrating the STAD model with concrete board media can support improved mathematics learning outcomes while fostering more active, collaborative, and meaningful learning experiences.

Keywords

STAD; concrete board media; mathematics learning outcomes; hole numbers; elementary school

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DOI: https://doi.org/10.20961/ddi.v14i5.126813

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