Implementation Of The Student Teams Achievement Divisions (Stad) Cooperative Learning Model In Forming Learning Discipline Of Grade V Elementary School Students

Abstract

This study was motivated by the low level of learning discipline among fifth-grade students at SDN 2 Loloan. One effort that can be made to overcome this problem is through the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning model. This study aimed to describe the implementation of the STAD cooperative learning model in mathematics learning and to describe students’ learning discipline after the model was applied. This research used a qualitative approach with a descriptive research design. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which consisted of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the STAD cooperative learning model was carried out through five stages, namely material presentation, formation of heterogeneous study groups, group work activities, individual quizzes, and group rewards. The implementation of the STAD model had a positive impact on the development of students’ learning discipline. This was indicated by improvements in students’ punctuality, compliance with learning rules, responsibility in completing individual and group assignments, active participation in discussions, and independence in doing quizzes. Therefore, the STAD cooperative learning model can be used as an alternative learning model that not only supports academic achievement but also contributes to the development of disciplinary character among elementary school students.