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EFEKTIVITAS METODE PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DALAM MENGUKUR KEMAMPUAN PROBLEM SOLVING SISWA DI SMK
Pendekatan pembelajaran yang mengandalkan metode ceramah sering kali mengurangi antusiasme siswa dan menghambat pemahaman optimal terhadap materi, terutama pada mata pelajaran Konstruksi dan Utilitas Bangunan Gedung di SMK Negeri 9 Garut. Penelitian ini bertujuan untuk mengevaluasi efektivitas metode Student Teams Achievement Division (STAD) dalam meningkatkan kemampuan pemecahan masalah siswa melalui pendekatan kuantitatif dengan desain kuasi-eksperimental jenis nonequivalent control group design. Sampel dipilih menggunakan teknik purposive sampling, dengan kelas XI DPIB 1 sebagai kelompok eksperimen yang menerapkan STAD dan kelas XI DPIB 2 sebagai kelompok kontrol yang menggunakan metode ceramah konvensional. Instrumen penelitian mencakup tes uraian (pretest dan posttest) yang disusun berdasarkan indikator keterampilan pemecahan masalah serta lembar observasi untuk melihat keterlaksanaan pembelajaran. Hasil penelitian menunjukkan pelaksanaan STAD mencapai keterlaksanaan 100% dengan kategori sangat baik. Nilai rata-rata pretest kelompok eksperimen sebesar 22,19 dan kelompok kontrol 23,11, meningkat pada posttest menjadi 73,75 (eksperimen) dan 63,76 (kontrol). Analisis N-Gain menghasilkan skor 0,67 (eksperimen) dan 0,54 (kontrol) dengan kategori sedang. Efektivitas yang didapat sebesar 67% tergolong cukup efektif. Jadi dapat disimpulkan bahwa metode pembelajaran STAD cukup efektif dalam mengukur kemampuan problem solving siswa di SMK. Learning approaches that rely heavily on the lecture method often diminish student engagement and hinder optimal understanding of the material, particularly in the subject of Building Construction and Utilities at SMK Negeri 9 Garut. This study aims to evaluate the effectiveness of the Student Teams Achievement Division (STAD) method in enhancing students’ problem-solving skills through a quantitative approach with a quasi-experimental nonequivalent control group design. The sample was determined using a purposive sampling technique, with class XI DPIB 1 assigned as the experimental group (STAD method) and class XI DPIB 2 as the control group (conventional lecture method). Research instruments included descriptive tests (pretest and posttest), developed based on problem solving skill indicators, and observation sheets to assess the implementation of learning. The findings showed that the STAD method achieved a 100% implementation rate, categorized as very good. The experimental group’s average pretest score was 22.19 compared to 23.11 in the control group, which increased in the posttest to 73.75 and 63.76, respectively. The N-Gain analysis yielded scores of 0.67 for the experimental group and 0.54 for the control group, both categorized as moderate. The effectiveness level reached 67%, which is classified as quite effective. Therefore, it can be concluded that the STAD learning method is moderately effective in measuring and improving students’ problem solving skills in vocational high schools.
KODEPRODI83205#Pendidikan Teknik Bangunan_S1, Universitas Pendidikan Indonesia
EFEKTIVITAS METODE PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DALAM MENGUKUR KEMAMPUAN PROBLEM SOLVING SISWA DI SMK (Text)
HTML Summary of #141813 EFEKTIVITAS METODE PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DALAM MENGUKUR KEMAMPUAN PROBLEM SOLVING SISWA DI SMK
L Education (General)
LB1603 Secondary Education. High schools
TH Building construction