The Effect of Cooperative Learning Type Student Teams Achievement Division (STAD) on Understanding Mathematical Concepts in Class VIII Students of MTs N Pekanbaru

Abstract

This study starts from the problem of the low understanding of the mathematical concepts of MTs N Pekanbaru students. This can be seen in the results of tests of understanding mathematical concepts obtained by students. To overcome this problem, STAD type cooperative learning is used. The purpose of this study was to determine the effect of the STAD type cooperative learning model on understanding the mathematical concepts of class VIII MTs N Pekanbaru students. This type of research is Quasi Experiment. The population in this study were Pekanbaru MTs N students. The sample in this study was class VIII MTs Simpang Tiga Pekanbaru as an experimental class and class VIII MTs N Muara Fajar Pekanbaru as a control class randomly selected. The instrument used is a written test regarding understanding students' mathematical concepts. The data obtained were analyzed using the t test, Mann-Whitney U test. The results showed that (1) understanding of mathematical concepts students taught by STAD type cooperative learning was higher than students who were taught using conventional learning, (2) understanding students' mathematical concepts high initial ability taught by STAD type cooperative learning is higher than high initial capable students taught with conventional learning, and (3) understanding mathematical concepts of low initial ability students taught by STAD type cooperative learning is higher than low initial ability students taught with conventional learning.

Full text

International Journal of Trends in Mathematics Education Research
Vol. 2, No. 4, August 2019, pp. 168-172
Available online at http://ijtmer.com
E-ISSN : 2621-8488
RESEARCH ARTICLE
Copyright@ 2019, Wahyuni, P & Published by IIES Independent 168
The Effect of Cooperative Learning Type Student Teams Achievement Division
(STAD) on Understanding Mathematical Concepts
in Class VIII Students of MTs N Pekanbaru
Putri Wahyuni*
Department of Mathematics Education, Riau Islamic University, Pekanbaru, Riau, Indonesia, 28284
*Corresponding Author: wahyuniputri@edu.uir.ac.id
How to Cite: Wahyuni, P. (2019). The Effect of Cooperative Learning Type Student Teams Achievement Division (STAD) on Understanding Mathematical Concepts in Class VIII
Students of MTs N Pekanbaru. International Journal of Trends in Mathematics Education Research, 2 (4), 168-172.
1. INTRODUCTION.
Mathematics is part of the subjects in the school to develop the
ability of students in science and technology that are in line to
facilitate students in facing future life (Netti, 2019). Given the
importance of teaching mathematics, the teacher must be able to
educate and train students in learning so that the mathematics
goals in the school can be achieved. In an effort to achieve the
goals of mathematics learning, the teacher as one of the factors that
adequately determines the success of students, always strives to
improve quality in carrying out the mathematics learning process, so
that it can improve students' mathematics learning outcomes.
Related to this, Nasution (2008: 115; Fitriana, 2019; Misu, 2019)
states that in order to obtain satisfying learning outcomes, a teacher
should strive so that students can be active in the learning process.
A teacher is expected to act as a facilitator and motivator for
students who are able to choose learning strategies that can
activate students.
According to Mulyono (2018) Understanding of concepts
manifests or reflects (reflects) a student's ability to provide
explanations as well as reasons (to reason) in in-settings that
involve careful and measurable application of concept definitions,
relations -relations, or representations. According to Karenia in
Gilang (2018) Understanding of concepts is an ability that is
concerned with understanding mathematical ideas that are
comprehensive and functional. Understanding concepts is more
important than just memorizing. Therefore, don't be wrong in giving
direction or guidance to students. Because one gives a little
direction to students, surely the concepts students will understand
will not be understood by students.
Furthermore, according to Susanto in Mawaddah (2016) states
that understanding is a process that consists of the ability to explain
and interpret something, is able to provide a description and
example and explanation that is wider and adequate and able to
provide more creative descriptions and explanations, while the
concept is something that is reflected in the mind, a thought, an
idea, or an understanding. So that students are said to have the
ability to understand mathematical concepts if he can formulate a
settlement strategy, apply simple calculations, use symbols to
express concepts, and change a form to other forms such as
fractions in mathematics learning.
Based on the observation of the authors in several equivalent
MTs N in Pekanbaru, information was obtained that student learning
outcomes were still low. This is due to the fact that most students
ARTICLE HISTORY
Received: 8 April 2019
Revised: 16 May 2019
Accepted: 26 June2019
ABSTRACT
This study starts from the problem of the low understanding of the mathematical concepts of MTs N Pekanbaru
students. This can be seen in the results of tests of understanding mathematical concepts obtained by students. To
overcome this problem, STAD type cooperative learning is used. The purpose of this study was to determine the
effect of the STAD type cooperative learning model on understanding the mathematical concepts of class VIII MTs N
Pekanbaru students. This type of research is Quasi Experiment. The population in this study were Pekanbaru MTs
N students. The sample in this study was class VIII MTs Simpang Tiga Pekanbaru as an experimental class and
class VIII MTs N Muara Fajar Pekanbaru as a control class randomly selected. The instrument used is a written test
regarding understanding students' mathematical concepts. The data obtained were analyzed using the t test,
Mann-Whitney U test. The results showed that (1) understanding of mathematical concepts students taught by
STAD type cooperative learning was higher than students who were taught using conventional learning, (2)
understanding students' mathematical concepts high initial ability taught by STAD type cooperative learning is
higher than high initial capable students taught with conventional learning, and (3) understanding mathematical
concepts of low initial ability students taught by STAD type cooperative learning is higher than low initial ability
students taught with conventional learning.
This is an open access article under the CC–BY-SA license.
KEYWORDS
Cooperative type STAD
Understanding of mathematical concepts
Initial ability

Wahyuni International Journal of Trends in Mathematics Education Research, Vol. 2, No. 4, August 2019, pp. 168-172
169
find it difficult and do not like math, which causes students' low
mathematics scores. Then based on the results of the interview,
information was obtained that the teacher rarely provided exercises
regarding mathematical abilities, especially understanding students'
concepts. This is supported when given questions about
understanding concepts to students only a few people are able to
answer the question correctly. From the results of the tests used in
class VIII in MTs N in Pekanbaru, 45.7% of students' answers were
wrong in answering questions about understanding concepts.
The low understanding of students' concepts is inseparable
from the process of learning mathematics. To develop students'
understanding of concepts can be done by designing a learning that
familiarizes students to construct their own knowledge. That way
students better understand the concepts taught to students. Before
the teacher starts the new learning, the teacher must pay attention
to the extent to which students are able to understand the material
prerequisites related to further learning. If the prerequisite material
is well understood, it can be said that for the next material it will be
easier for students to understand.
Initial ability is also a factor that influences the success of
students in learning (Hasan, 2019; Riadi, 2019; Hayati, 2019)..
Initial ability is all competencies that students should have mastered
before they begin learning with new material. According to Wahyuni
(2017) This initial ability describes the readiness of students to
receive lessons to be delivered by the teacher. This ability can be in
the form of students' understanding of the initial material
(prerequisite material) that they must master before entering new
material. According to Shodikin (2015) Ideas that arise often
develop gradually so that the initial ability is sufficient enough to be
able to build a comprehensive mathematical concept of information
previously obtained. As an analogy, students who have a low initial
ability will find it more difficult to acquire new knowledge or
assimilate new concepts that come to him and associate with
previous knowledge that is in him. While students who have high
initial abilities will tend to easily receive information and associate
with information that is in themselves so that the learning process
occurs. In other words, in mathematics learning, teachers need to
pay attention to students 'initial mathematical abilities in improving
students' mathematical abilities.
In mathematics learning so far students are not used to
exploring their own knowledge and finding solutions to problems.
This is because students are accustomed to waiting for answers
from teachers so that they seem passive in learning and students
have not been able to understand the material provided by the
teacher. The efforts made by the teacher so far have not achieved
satisfactory results. To activate students in class, the teacher has
asked students to group, but those who work on group assignments
are only students who are smart in the group, while other students
only receive results from friends without trying to actively complete
the task. In reality, not all students can easily solve the problem,
because in the class there are students who are capable of fast,
moderate and lacking in understanding the lesson.
To overcome the problems in mathematics learning, one of the
learning models which according to the authors is good to be
applied is Cooperative learning type Student Teams Achievement
Division (STAD). STAD type learning aims to enable students to
work together and help each other in understanding and
communicating mathematical questions within their respective
groups. Taniredja (2011: 65) type STAD has 5 main components,
namely: class presentations, teams, quizzes, personal
enhancements and group awards.
To see the ability to understand students' concepts in
mathematics learning, it can be seen from the indicators of
understanding concepts. Indicators for understanding concepts
according to NCTM (2000) include (a) restating a concept; (b)
clarifying objects according to certain characteristics according to
the concept; (c) give examples and non examples of concepts; (d)
present concepts in various forms of mathematical representation;
(e) developing necessary requirements or requirements for a
concept; (f) applying problem solving algorithms or algorithms.
In this study, the indicators used to assess the ability to
understand concepts are (a) restating a concept; (b) clarifying
objects according to certain characteristics according to the concept;
(c) applying problem solving algorithms or algorithms. There are
several indicators that have been represented by other indicators,
such as indicators that present concepts in various forms of
mathematical representation, including indicators that clarify objects
according to certain characteristics according to the concept. Other
indicators are indicators of developing necessary requirements or
sufficient requirements for a concept included in the indicators
applying the problem solving algorithm or algorithm.
Based on these descriptions, the author wishes to conduct
research with the title "The Effect of STAD Type Cooperative
Learning on Understanding the Mathematical Concept of Class VIII
Students of MTs N Pekanbaru". The formulation of the problems
examined in this study are: (1) is the understanding of the
mathematical concept of students who follow STAD type
cooperative learning higher than the conceptual comprehension
ability of students who take conventional learning? (2) is the
understanding of the concept of high-ability early students taught by
STAD-type cooperative learning higher than high-skilled students
who are taught with conventional learning? (3) is the understanding
of the concept of low-ability early students taught by STAD type
cooperative learning higher than those of low initial ability taught by
conventional learning?.
2. RESEARCH METHOD
This type of research is quasi-experimental research
(quasi-experiment) because the class selected as a sample is
already in the form of a group, researchers do not form groups
anymore. The experimental class will get the STAD type
cooperative learning model and the control group that gets
conventional learning. The research design used is the Randomized
Control Only Design design. Research design can be seen in table
1 below:
Table 1. Research Design.
Class
Treatment
Test
Eksperiment
X
T
Control
-
T
Source : Suryabrata (2004: 104)
Information:
X: Cooperative learning type STAD
Q: Test given to the experimental class and control at the end of
the study
The population in this study which is the population are all Class
VIII MTsN Pekanbaru students in the academic year 2012/2013.
The sample in this study was taken two classes namely one
experimental class and another as a control class. The class that

Wahyuni International Journal of Trends in Mathematics Education Research, Vol. 2, No. 4, August 2019, pp. 168-172
170
will be used in this study is class VIII Pekanbaru MTsN. Sampling is
done by drawing using paper rolls. The paper reads the name of the
school along with class VIII which becomes the population. The
paper roll consists of 11 pieces, namely 7 classes at Simpang Tiga
MTsN and 4 classes at Muara Fajar MTsN. The first class taken is
class VIII.3 MTsN Simpang Tiga is designated as the experimental
class and the next one is class VIII.4 MTsN Muara Fajar is defined
as the control class.
The initial ability test is a test that the teacher uses to know
students' initial abilities before entering new material. The initial
ability test was also used to determine students based on their initial
mathematical ability categories into both groups, namely groups of
high-ability early students and groups of low-ability early students.
Grouping students based on their initial abilities is based on the
average score of the initial ability test of the experimental class and
the control class, then the value is sorted from highest to lowest.
To get a good initial test, do the following steps:
a. Make a grid about the initial ability test
b. Arrange the initial ability test questions
c. Validate the initial ability test questions
d. Make revisions
e. Test the initial ability test
f. Conduct an analysis of the initial ability test questions
To get a good initial ability test question, then a problem
analysis is carried out with the following steps: (1) Test the Validity
of Item (2), 2) Distinguishing Power, (3) Index of difficulty in
question, (4) Problem classification, (5 ) Test reliability
The final test is a test given to the sample class at the end of
learning, which is useful for measuring the students' ability to
understand concepts. The steps used in the final test are the same
as the initial test. The final test used is in accordance with the
indicators of the ability to understand the concept of this test in the
form of a description. To see the understanding of students'
mathematical concepts from the questions given, the scoring rubric
for understanding mathematical concepts is used as shown in table
2 below.
Table 2. Scoring Rubric Understanding Mathematical Concepts.
Indicator
Score
0
1
2
3
4
Declare a
concept
There is
no answer
The
answer
is there,
but it is
not right
to
restate
a
concept
Able to
reiterate a
concept
correctly
but the
answer is
wrong
Being able
to
re-express
a concept
correctly
but there
are few
wrong
answers
The right
answer,
able to
restate a
concept
correctly
Clarifying
objects
according to
certain
characteristi
cs in
accordance
with the
concept
There are
no
answers
Answer
s exist,
but less
precise
Clarifyin
g
objects
accordi
ng to
certain
charact
eristics
in
accorda
nce with
Able to
clarify
objects
according
to certain
characteri
stics
according
to the
concept
correctly
but wrong
answers.
Able to
clarify
objects
according
to certain
characteri
stics
according
to the
concept
correctly
but there
are few
wrong
answers.
Correct
answer,
able to
clarify
objects
according
to certain
characteri
stics
according
to the
concept
correctly
the
concept
Apply
problem
solving
algorithms
or
algorithms
No answer
The
answer
is there,
but it is
not right
to apply
the
problem
solving
algorith
m or
algorith
m
Able to
apply
concepts
or
algorithms
to solve
problems
correctly
but wrong
answers
Able to
apply
concepts
or
algorithms
to solve
problems
correctly
but there
are few
wrong
answers.
Correct
answers,
able to
apply the
concepts
or
algorithms
to solve
problems
correctly
Source: Modifiction from Fauzan (2012:15)
3. RESULT AND DISCUSSION
The data of the research results described are data about the final
test of students 'conceptual understanding, both overall and in
terms of students' initial abilities taught by STAD type cooperative
learning and conventional learning. Data about the test results
understanding the mathematical concepts of the experimental class
students and the control class both as a whole and those with high
initial abilities and those with low initial abilities were obtained after
the final test was conducted. Data on understanding concepts in the
experimental class and control class can be seen in table 3.
Table 3.Distribution of Mathematical Concept Understanding
Ability Test Results
Class
KA
N


S
Xmax
Xmin
Eksperi
ment
High
24
21,96
10,82
3,29
28
15
Low
16
16,56
14,40
3,79
22
10
All
40
19,80
19,09
4,37
28
10
control
High
16
21,21
2,49
1,58
24
19
Low
14
15,06
5,26
2,29
19
11
All
30
17,93
13,58
3,69
24
11
From Table 3, it can be seen that the average test of
understanding the mathematical concepts of students as a whole
using STAD type cooperative learning is higher than the average
conceptual understanding of students using conventional learning.
The variance and standard deviation of the experimental class are
higher than the control class, this means that the academic abilities
of the experimental class students are more diverse than the control
class.
The average test of understanding the mathematical concepts
of high and low initial ability students in the experimental class is
higher than the control class. Variance and standard deviation of the
experimental class are higher than the control class. In other words,
understanding the mathematical concepts of high and low initial
ability students in the experimental class taught by STAD type
cooperative learning is more diverse than the control class taught
by conventional learning.
1) Normality test
The normality test was carried out on the test scores
understanding the mathematical concepts of the experimental class
students and control class students, both high-skilled students and
low-skilled students. The normality test was carried out using the
Kolmogorov-Smirnov test. From the results of the normality test, all
the values of Sig. smaller than the real level (α = 0.05). This means
that the concept understanding test value data is not normally
distributed.

Wahyuni International Journal of Trends in Mathematics Education Research, Vol. 2, No. 4, August 2019, pp. 168-172
171
2) Hypothesis testing
Based on the sample class normality test, it is known that test
data understanding of mathematical concepts of students is not
normally distributed, so for testing hypotheses, non parametric
statistics are used, namely by using the Mann-Whitney U test. This
hypothesis test is used to determine whether understanding
mathematical concepts of students participating in cooperative
learning the STAD type is higher than the conceptual understanding
of students who take conventional learning. Testing this hypothesis
is done using the Mann-Whitney U test. It is obtained that the test
results of understanding the mathematical concepts of students
have Sig. <real level (α = 0.05) means reject H0. Thus it can be
concluded that understanding the mathematical concepts of
students who follow STAD type cooperative learning is higher than
the conceptual understanding of students who take conventional
learning.
To test the hypothesis of understanding the mathematical
concepts of students with high initial abilities, it is used to find out
whether the conceptual understanding of high-ability students who
are taught by STAD type cooperative learning is higher than those
of high initial students who are taught by conventional learning.
Testing this hypothesis is done by using the Mann-Whitney U test.
From the calculation it is obtained that the test results of
understanding the mathematical concept have a Sig. <real level (α
= 0.05) means reject H0. Thus it can be concluded that the
understanding of the concept of high-ability early students taught by
STAD type cooperative learning is higher than the high-skilled
students who are taught by conventional learning.
To test the hypothesis the understanding of mathematical
concepts of students with low initial abilities is used to find out
whether the conceptual understanding of low-ability students who
are taught by STAD type cooperative learning is higher than those
with low initial ability taught by conventional learning. Testing this
hypothesis is done using the Mann-Whitney U test. Based on the
calculation, it can be seen that the test results of understanding the
mathematical concept have the Sig. <real level (α = 0.05) means
reject H0. Thus it can be concluded that the understanding of the
concept of low initial ability students taught by STAD type
cooperative learning is higher than the low initial ability students
taught by conventional learning.
The results of understanding the concepts in the experimental
class and the control class can be seen in the graph like Figure 1.
Figure 1. Graph of Students' Concept Understanding Ability
In Figure 1, it can be seen that the lines on the graph that show
the value of the final test understand the concept of students in the
experimental class and in the control class. Based on these images
it can be said that the conceptual understanding of students who
are highly capable in the experimental class is higher than those of
high-ability students in the control class. This can be seen from the
difference in the average difference between the experimental class
and the control class is 0.75. In the picture it can also be seen that
low-ability students in the experimental class are higher than those
with low ability in the control class. This can be seen from the
difference in the average difference between the experimental class
and the control class is 1.5. From the statement above, it can be
said that the conceptual understanding of students in the
experimental class is higher than the students in the control class.
Discussion
In testing the first hypothesis it was found that understanding the
concepts of students who were taught using the STAD type
cooperative model was higher than conventional learning. This is
because learning is done in both classes. STAD type cooperative
learning prioritizes student activities during the learning process,
learning like this will be more meaningful for students. In contrast to
conventional classes, where the learning role of the teacher is more
dominant in the learning process, so students tend to only receive
information provided by the teacher so that they cannot understand
the concepts that are well-studied.
Understanding the concept is more meaningful for students
because they will share the award if they can solve the questions
given by the teacher. This is in line with Lie's opinion (2007: 6)
cooperative learning of two or more individuals depending on each
other to get the same award.
Based on the initial ability, for the second hypothesis it was
found that the conceptual understanding of students with high initial
abilities who participated in learning with STAD type cooperative
learning was higher than the conceptual understanding of students
with high initial abilities in conventional classes. High-ability
students have a very important role in the group, because it can
help students understand the concepts that exist in the LKS
problem.
To see the level of students' understanding of the questions
given, it can be seen from the way students write their answers or
write down the information obtained from the questions. Based on
the answer sheet test high-ability students in the experimental class,
students are generally able to provide answers or information from
the questions that are done well. Figure 2 shows students in
answering indicator number 1 which is clarifying objects according
to certain characteristics according to the concept.
Figure 2. Answers of students who answered the indicator
question no. 1 in the experimental class
Based on the answers of the students above, the student is able
to understand the purpose of the problem. The first step taken by
the student is to make the cube image correctly, then by knowing
the concept that is on the cube, the student can clarify the

Wahyuni International Journal of Trends in Mathematics Education Research, Vol. 2, No. 4, August 2019, pp. 168-172
172
properties of the cube based on known information on the problem.
Unlike conventional learning, high-ability early students are
accustomed to accepting and memorizing the concepts conveyed
by the teacher in the learning process. The tendency to memorize
makes students less understanding in answering questions. Figure
3 is a highly capable answer that is taught with conventional
learning in working on the indicator number 1 which is clarifying
objects according to certain characteristics according to the
concept.
Figure 3. Answers of students who answered the indicator
question no. 1 in the control class
By looking at figure 3 above, the student is able to draw the
cube correctly, but because of the tendency to memorize, the
student mentions all the properties in the cube without
understanding that only the nature of the ribs and the width of the
side are asked in the questions.
The results of the testing of the third hypothesis found that there
is a conceptual understanding of students with low initial abilities
who take part in learning with STAD type cooperative learning
higher than the conceptual understanding of students with low initial
ability in conventional classes. STAD type cooperative learning
students learn in small groups that allow positive interactions
between group members. Unlike conventional learning, students
learn individually.
From the description of the understanding of the concepts that
have been explained and based on the results of the final test
average understanding of concepts of high-ability students as well
as those with low initial abilities in the experimental class are higher
than the final test comprehension concept of high and low initial
students in the control class . With this, it means that there is the
effect of the STAD type cooperative learning model on
understanding students 'concepts, because given the treatment with
STAD learning students become trained in solving problems that
require understanding concepts so as to improve students'
conceptual understanding. Thus it can be concluded that
understanding the concept of high and low ability early students
who attend STAD learning is higher than the conceptual
understanding of students with high and low initial abilities who
follow conventional learning.
4. CONCLUSION
Based on data analysis and discussion, it was concluded that:
a. understanding of the mathematical concept of students who
follow STAD type cooperative learning is higher than the
conceptual understanding of students who take conventional
learning;
b. understanding the concept of high-ability early students who are
taught by STAD type cooperative learning is higher than
high-preliminary students who are taught by conventional
learning;
c. understanding the concept of low-ability early students taught
by STAD type cooperative learning is higher than low
initial-capable students taught with conventional learning.
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