Guesa Maiwinda, Marzia Herawati, Dorisno Dorisno

Improving Mathematics Learning Outcomes of Fifth Grade Elementary School Students through the STAD Cooperative Model on Fractions

Introduction

Improving mathematics learning outcomes of fifth grade elementary school students through the stad cooperative model on fractions. Discover how the STAD cooperative learning model significantly improves 5th-grade elementary students' mathematics outcomes in adding fractions. Classroom action research shows increased mastery and engagement.

Abstract

This study aims to determine whether the Student Teams Achievement Division (STAD) cooperative learning model improves fifth-grade students' mathematics learning outcomes in adding fractions with different denominators. This study used a classroom action research (CAR) design conducted in two cycles, involving 19 students of SDN 03 Pulai Anak Air, Bukittinggi. Data were collected through learning achievement tests and structured observations of student activities. The results showed a measurable increase in student learning outcomes. The percentage of students achieving mastery increased from 60.87% in Cycle I to 78.26% in Cycle II, while the average score increased from 71.39 to 77.13. In addition, student learning activities showed an increase from 51.33% to 58.5% in both cycles. These findings indicate that the implementation of the STAD model positively contributes to both cognitive achievement and student engagement in mathematics learning.

Review

This manuscript addresses a highly pertinent issue in elementary education: improving mathematics learning outcomes, specifically concerning the addition of fractions with different denominators, among fifth-grade students. The study clearly outlines its objective to assess the efficacy of the Student Teams Achievement Division (STAD) cooperative learning model. Employing a two-cycle Classroom Action Research (CAR) design, the authors present compelling evidence of improvement. The reported increases in student mastery (from 60.87% to 78.26%) and average scores (from 71.39 to 77.13), coupled with enhanced student engagement, provide strong support for the positive impact of the STAD model in this context. A notable strength of this research lies in its direct applicability to classroom practice, which is inherent to the CAR methodology. The quantitative results are clearly articulated, offering straightforward evidence of the observed improvements in both cognitive achievement and student activity. The cyclical nature of the study, showing progressive improvements, effectively demonstrates how the STAD model can be iteratively implemented and refined for greater impact. While the findings are robust within the specific school and student group (19 students), the inherent limitations of a single-classroom CAR study regarding generalizability should be considered when applying these results to broader educational settings. In conclusion, this study offers valuable practical insights for educators striving to enhance mathematics learning, particularly in challenging areas like fractions. The consistent positive outcomes across both cognitive gains and student participation strongly advocate for the implementation of the STAD cooperative learning model. Future research could extend these findings by replicating the study in diverse school environments or with larger cohorts to bolster external validity. Furthermore, exploring the specific qualitative aspects of student interaction and learning within the STAD framework could provide deeper theoretical understanding of how this model effectively fosters improved mathematical comprehension and engagement.

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